E 

.1 

I 1 6 3 



THE TEACHING OF 
AMERICAN HISTORY 



WITH SELECTED REFERENCES 

DESIGNED TO ACCOMPANY 
A HISTORY OF THE AMERICAN NATION 



BY 



ANDREW c. McLaughlin 




NEW YORK 
D. APPLETON AND COMPANY 

i9o_3 




Class I- r] i) 



Book 



/ 



Gopghtl^",. 



COPYRIGHT DEPOSIT. 



TWENTIETH CENTURY TEXT-BOOKS 



THE TEACHING OF 
AMERICAN HISTORY f^^ 

WITH SELECTED REFERENCES 

DESIGNED TO ACCOMPANY 
A HISTORY OF THE AMERICAN NATION 



BY 

ANDREW c McLaughlin 




S ~> '* ' > <1 



NEW YORK 

D. APPLETON AND COMPANY 

1903 







./ 










iq 63 


THE LIBRARY OF 
CONGRESS, 




Two Copies Received 

APR 3 1903 

Copyright Entry 

Cl^ASS ^ XXc No. 

COPY B. 





Copyright, 1899, 1903, 

By d. appleton and company. 



PuMished March, 1903 



CONTENTS 



CHAPTER PAGE 

Introduction 1 

Methods of teaching 2 

Intensive study 4 

Civil government and history 5 

What may be omitted 6 

I. — Discovery and exploration 7 

IL—The southern colonies, 1607-1700 .... 9 
(a) Virginia ; (6) Maryland ; (c) the Carolinas. 

III.—The New England colonies, 1607-1700 ... 12 

IV.— The middle colonies, 1609-1700 15 

(a) New York; {b) New Jersey; (c) Pennsylvania 
and Delaware. 
V. — History of the colonies in the eighteenth century 18 
VI.— France and England, 1608-1763 18 

VII. — Social, industrial, and political condition of the 

colonies in 1760 19 

VIII. — Causes of the Revolution 21 

IX.— The Revolution, 1775-1783 23 

X. — The Confederation and the Constitution, 1781-1789 25 
XL — Federal supremacy — Organization of the Govern- 
ment, 1789-1801 27 

(a) Administration of George Washington ; (b) ad- 
ministration of John Adams. 
XII.— The supremacy of the Republicans— Foreign com- 
plications— War— 1801-1817 30 

(a) Administration of Thomas Jefferson ; (b) admin- 
istration of James Madison. 

ill 



IV TEACHING AMERICAN HISTORY • 



PAGE 



CHAPTER 

XIll.— Political and industrial reorganization, 1817-1829 33 
(a) Administration of James Monroe ; (6) adminis- 
tration of John Quincy Adams. 
XIV.— Democracy and slavery— Industrial and economic 
CONTROVERSIES— The annexation of Texas 1829- 

1845 ' . . 34 

(a) Administration of Andrew Jackson ; (b) admin- 
istration of Martin Van Buren; (c) administra- 
tion of William Henry Harrison and John Tyler. 
XV.— Territorial expansion— Shall slave territory be 

EXTENDED ?— 1845-1861 37 

(a) Administration of James K. Polk ; (b) adminis- 
tration of Zachary Taylor and Millard Fillmore ; 
(c) administration of Franklin Pierce ; (d) admin- 
istration of James Buchanan. 
XVI.— Secession and civil war, 1861-1865 . . . .43 
Administration of Abraham Lincoln. 
XVII.— Political and social reconstruction, 1865-1877 . 44 
(a) Administration of Andrew Johnson ; (b) admin- 
istration of Ulysses S. Grant. 

XVIII.— The new nation, 1877-1899 46 

(a) Administration of Rutherford B. Hayes; (b) ad- 
ministration of James A. Garfield and Chester A, 
Arthur ; (c) first administration of Grover Cleve- 
land ; (d) administration of Benjamin Harrison 
(e) second administration of Grover Cleveland 
(/) first administration of William McKinley, 
(g) second administration of William McKinley; 
(h) administration of Theodore Roosevelt. 
Recent events and new problems . . . .51 

Teachers' Aids 54 

Maps 55 

Selected list of most useful books . . . .55 



TEACHING AMERICAN HISTORY 



INTRODUCTION 

This guide or outline has been prepared chiefly for teachers 
who are using the History of the American Nation. Its purpose is 
to direct them to additional material which will aid them in the 
conduct of their work. It is not expected, of course, that all of the 
books referred to can be studied either by teacher or pupil ; but the 
exact references will, it is hoped, be of service to those who have 
not always the time or opportunity to seek out collateral matter 
for reading or study. 

Some selected references are given here and there throughout 
the History of the American Nation. The references in this guide 
are, like those in the text, references to readable and authoritative 
books. Although high-school pupils have been known to use even 
the most difficult books on constitutional history, it has seemed 
wise in the preparation of this guide to refer to such volumes very 
seldom. 

In connection with some divisions of the book suggestions are 
made concerning what should be emphasized. It may be proper to 
remind the teacher that a few salient thoughts and principles can 
be dwelt upon in every lesson, and if he is sure that one or two car- 
dinal ideas and a few prominent facts are impressed on his pupil's 
mind each day, the ultimate results are likely to be better than if 
an effort is made to grasp everj^thing as if all Avere of equal im- 
portance. Doubtless the pupil can be brought to learn a great 
many facts; but the teacher should be sure that the chief lesson 
of any group of facts is not only learned but remembered. 

I may venture also to suggest that the teacher can greatly vital- 
ize the subject by bringing into the class-room good pictures of 
persons, buildings, or scenes, which will amplify the illustrative 
matter of the text. If good wall maps and pictures are before the 

1 



2 TEACHING AMERICAN HISTOEY 

eyes of the pupils a great deal of historical information is uncon- 
sciously absorbed. 

The topics and questions that are here given generally require 
thought and investigation outside of the text-books, and are intend- 
ed only to be suggestive and helpful to the teacher in stimulating 
the pupils to further thought and study. 

To make a complete guide for teachers of American history one 
would need to prepare a book several times as large as this; but, 
short and incomplete as this is, it is offered with the hope that 
it will prove of service. 

Method 

Before one considers method he necessarily considers purposes 
or objects of historical instruction. Read Hinsdale's How to Study 
and Teach History, pp. 1-18, or Report of Committee of Seven. 
The chief purposes of historical study may be summarized briefly: 
(1) To supply pupils with a store of valuable information; (2) to 
bring them to an appreciation of present duties and responsibilities 
by a study of how the present came to be; (3) to awaken in them 
a love of historical reading; (4) to give them a knowledge of books 
and some skill in handling books; (5) to cultivate their judgments 
and reasoning powers; (G) to discipline and arouse the constructive 
imagination; (7) to increase the capacity not simply to learn and 
absorb facts, but to classify them and put them forth again in 
orderly form. 

With these objects in mind, the following methods may be suc- 
cessfully used (see Report of the Committee of Ten, and especially 
Report of the Committee of Seven, Study of History in Schools) : 

1. Use one text-book in chief. Without a text to which the pu- 
pils adhere more or less closely, knowledge is apt to be fragmentary. 
One can not wisely underestimate the value of oral recitations, 
which should cultivate power of expression and clear thinking. 

2. Make use of collateral material in good secondary writers, 
like Parkman, McMaster, etc. At times the teacher may read 
selections to his class, at times ask pupils to read them. Care must 
always be taken not to ask untrained pupils to use difficult books 
or to find material when they have not been trained for such a task. 

3. Ask the pupils to do some written work, chiefly in the Avay 
of preparing short essays on chosen topics. Sometimes teachers of 
history and of English can co-operate to mutual advantage. 

4. Many teachers find the use of notebooks helpful to the pupils. 
Have them place in their notebooks various headings at appropri- 



INTRODUCTION 3 

ate times, leaving several pages in which to enter under each head- 
ing a short statement of the matter which is found in the text or 
in the outside reading. For example, when slavery is first men- 
tioned place heading Slavery in notebook, and under this heading 
place references to the text and to various other books when occa- 
sion occurs during the course of the work. In this way a full 
topical outline is made. Other good headings are : 

Influence of Geography on History; English Methods of Coloniza- 
tion; French Methods of Colonization; Religious Toleration; 
Growth of Independence; Westward Movement of Population; 
Representative Institutions; Education; Industrial Conditions; 
Party Principles; Strict Construction of the Constitution; Broad 
Construction; The Supreme Court; Foreign Relations— (a) England, 
(&) France, (c) Spain; Annexation of Territory; The Spoils System; 
The Tariff; Inventions; Typical American Ideas or Acts. 

Others will occur to the teacher. The notebooks may also contain 
excerpts from outside reading. 

5. Sometimes map-making is helpful. Outline maps can be ob- 
tained. See heading Maps, post. The teacher will strive to have 
the pupils see the place as well as the time of historical occurrences. 

G. It may not be out of place to suggest to the teacher that, 
while he strives to awaken power in the pupils by getting them to 
think and to read for themselves, often great assistance and inspi- 
ration can be given by a judicious amount of oral instruction, by 
reading, as suggested above, interesting excerpts, or by the use of 
pictures of real illustrative value. It seems a good rule to follow 
not to let one recitation go without bringing into the class-room 
some interesting and important fact or illustration to add to the 
value or the force of the lesson. 

7. For either oral or written work, well-chosen sources— con- 
temporaiy material— may be freely used. A wise use of such 
sources will certainly assist in giving reality and vitality to the 
study. The pupil in this way comes into more immediate contact 
with the past; he sees where writers of history get their facts; he 
realizes in part how the past is restored by the study of the relics 
of the past. Some of the documents in American history can be 
profitably studied— e. g.. The Declaration of Independence and The 
Ordinance of 1787 can be easily understood and should be read as 
well as read about. But all sources are not documents; nor are 
documents most valuable for secondary pupils. American litera- 
ture is filled with highly entertaining material, which gives graphic 
pictures of the past from the pens of contemporary writers. For 



4 TEACHING AMERICAN HISTORY 

instance, such a history as that of William Bradford's is a source 
of the highest authority and as entertaining as a novel; Lowell's 
Biglow Papers are a source showing us the feeling of the opponents 
of the Mexican War. They were in themselves an influence for 
building vip opposition to slavery. Pictures of historical places or 
contemporary graphic portrayals of conditions or events are sources 
of value (see, for example, History of the American Nation, pp. 
46, 47). The best collections of material are given below under 
the heading Selected List, and references are given later in this 
guide. 

Although the History of the American Nation does not contain 
a superabundance of dates, perhaps there are more than any one 
can profitably try to remember. The pupils should learn leading 
dates, and use them for marking chronological movement. The 
division of the text into periods and presidential administrations 
will aid in the retention of facts in the proper time. Each division 
or administration serves as a convenient box for facts. Often it is 
enough to expect the pupils to know in whose administration an 
event occurred. The division by presidential administrations is not 
wholly arbitrary, inasmuch as a change in Presidents often marks 
a change in political actions and principles; but the teacher should 
endeavor to have the pupils see the course or current of historical 
occurrences, and, although he makes use of administrations or 
periods for arranging facts, let the pupils see that Presidents as a 
rule only give expression to forces, and that in history itself no 
lines of demarcation can be drawn. 



Intensive Study 

In some schools a few weeks or months are set aside for the 
careful study of a short period in order to give the pupils more 
training in handling books and in understanding the real meaning 
of historical work (see Study of History in Schools). 

A good period for such study is from 1760 to 1776, Use Hart's 
Formation of the Union as an outline, if one somewhat longer than 
History of the American Nation is needed. Use also: 

Leeky, American Revolution.— Tyler, Patrick Henry.— Morse, Ben- 
jamin Franklin.— Hosmer, Samuel Adams; Thomas Hutchinson.— 
, Lodge, George Washington, 2 vols.— Morse, John Adams; Thomas 
Jefferson.— Ludlow, War of American Independence.— Stille, Life 
of John Dickinson.— Fiske, The American Revolution, vol. i.— 
Sloane, The French War and the Revolution.— Channing, The 
United States of America.— Frothingham, Rise of the Republic— 



INTRODUCTION o 

Trevelyaa, American Revolution.— Sumner, Hamilton.— Schouler, 
Jefferson.— Hart, American History told by Contemporaries, vol. 
ii; and Source Book.— Tyler, Literary History of the Amer- 
ican Revolution, 2 vols.-MacDouald, Select Charters.— American 
History Leaflets, Nos. 11, 19, 21.— Of course Hildreth, Bancroft, 
Bryant and Gay, and especially Winsor, Narrative and Critical 
History, will be helpful, as also, for advanced classes, will the 
works of the leading statesmen and such compilations as Niles, 
Principles and Acts. 

If the period from 1781 to 1789 be chosen, use: 

Hart, Formation of the Union.— Walker, Making of the Nation.— 
Fiske, Critical Period of American History.— Lodge, Alexander 
Hamilton.— Gay, James Madison.— Morse, John Adams.— Roose- 
velt, Gouverueur Morris.— Pellew, John Jay.— Tyler, Patrick 
Henry.— McMaster, History of the People of the United States, 
vol. i.— Landon, Constitutional History and Government.— Ban- 
croft, History, vol. vi.— Schouler, History, vol. i.— Hinsdale, The 
Old Northwest.— Schouler, Hamilton.— Morse, Hamilton, 2 vols.— 
Gordy, Political Parties, vol. i.— Hosmer, Short History of Missis- 
sippi' Valley.— Roosevelt, Winning of the West, vols, ii, ill.— Mac- 
Donald, Select Documents.- Hart, Source Book; American History 
told by Contemporaries, vol. iii.— American History Leaflets, Nos. 
20, 22, 28.- For advanced pupils Madison's Journal of the Consti- 
tutional Convention, The Federalist, and works of leading states- 
men.— A good list of topics for these periods is found in Mace, 
Working Manual, pp. 46-55 and 58-70.— Channing and Hart, Guide, 
pp. 316-328. 

Civil Goveknment and Histoky 

In many schools it is inconvenient to give a course in American 
history and a separate course in civil government. Even where 
separate courses are given, it is wise to endeavor to teach a good 
deal of civil government in connection wath the history. Get the 
pupils to see that the past begot the present. Illustrate the past 
by the present and the present by the past. Many subjects com- 
monly foimd in books on civil government are really historical— 
e. g., the colonial governments, local governments in the colonies, 
the failure of the Confederation, the sources of the Constitution. 
After the adoption of the Constitution one can study in his his- 
torical work the adoption of the amendments and their meaning, 
methods of interpreting the Constitution, the function of the Su- 
preme Court, the establishment of the courts, the process of im- 
peachment, the admission of new States, etc. References in the 
following pages of this guide will be helpful. A good civil govern- 
ment on the teacher's desk or in the hands of the pupil wall aid in 
the work. 



TEACHING AMERICAN HISTORY 



What may be Omitted 

The teacher will, of course, use his judgment as to what may be 
omitted from the study of the text. There are places where para- 
graphs or pages can be passed over. In some schools it may be 
convenient to pass over the colonial period quickly. In such cases 
have the pupils read but not learn Chapter I; point out the main 
characteristics of the colonies in Chapters II, III, IV; dwell on 
pages 118 and 119 of Chapter V; teach the main meaning of Chap- 
ter VI, as indicated on pages 129, 148, and 150. The chief facts 
and ideas in Chapter VII can not be omitted, probably, but figures 
and incidental data may be passed over, provided the pupils get 
an adequate idea of the actual situation and the difference between 
one colony and another. Use the colonial period as a real intro- 
duction to the federal period. 

In the later portion omit cliiefly, if necessary, military move- 
ments. For example, in dealing with civil war the campaigns can 
be read, the political parts studied and learned. The last chapter 
can be summarized, or, on the other hand, used only as an outline 
for more extensive study in outside material. 



CHAPTER I 

discovery and exploration 

Physical Geography. 

The work should begin with a study of the map that is given at 
the beginning of the booli. Call the pupil's attention to the great 
phj'sical features of the country, the mountain ranges, the river 
systems, and the great valleys. It will not be necessary to make 
a very thorough study of the physiography at first; a number of 
references to the influence of climate and geography are found 
here and there in the History of the American Nation— e. g., on 
pages 4, 128, 133, 151, 157, 421, etc. See Hinsdale, How to Study 
and Teach History, chap, xv, and The Old Northwest, chap, i.— 
Shaler, Essay on Physiography of North America, in Winsor, Nar- 
rative and Critical History, iv, 1; Shaler, The United States of 
America, i, chaps, i-iv.— Most useful short accounts in Thwaites, 
The Colonies, chap, i.— Fisher, Colonial Era, chap, i.— Gilbert and 
Brigham's Introduction to Physical Geography. 

Prehistoric Man. 

Winsor, Narrative and Critical History, i, chap, vi (good pictures; 
useful especially for teachers).— Fiske, Discovery of America, i, 
1-100. 

Mexico and Peru. 

Winsor, Narrative and Critical History, i, chap, iv (notice illus- 
trations).— Fiske, Discovery of America, i, 101-143; ii, 213-426.— 
Portions of Prescott, Conquest of Peru, or Conquest of Mexico, 
can be read— e. g.. Conquest of Mexico, book iv, chap, i.— Read 
Hart, American History told by Contemporaries, i, 49. 

The Indians. 

Bancroft, History, ii, 90-136.— Thwaites, The Colonies, 7-20.— Fisher, 
The Colonial Era, chap, ii.— Hart, Source Book, 23.— Doyle, English 
in America, 11-22.— Parkman, The Conspiracy of Pontiac, i, chap, i, 
or Jesuits in America (introduction).— Hart, American History 
told by Contemporaries, i, 129, 203, 318, 321. 

The Northmen. 

Bryant and Gay, History of the United States, chap, i.— Fiske, Dis- 
covery of America, i, 148-2-55 (read at least 164-186).— Original 
material in Hart, American History told by Contemporaries, i, 28- 
34; No. 31 of Old South Leaflets; and No. 3 of American History 
Leaflets. 

7 



8 TEACHING AMERICAN HISTORY 

History of Europe. 

The teacher can profitably call to the pupil's attention the char- 
acteristics of the fourteenth and fifteenth centuries in Europe. 
Have pupils read the text-book on European history if notliing 
more. 

Europe and Asia. 

Fiske, Discovery of America, i, chap, iii.— Selections from Marco 
Polo are in Old South Leaflets, No. 33.— For Portuguese voyages, 
read Fiske, chap, iv; also Major, Prince Henry the Navigator 
(London, 1868).— Ask pupils to bring in short accounts of (1) 
Marco Polo, (2) Henry the Navigator, (3) rivalry between Venice 
and Genoa, (4) fall of Constantinople and effects, (5) importance 
of trade with the East, (6) European notion of America (Eggleston, 
Beginners of a Nation, 1-25). 

Columbus. 

Irving, Life of Columbus (long, eulogistic).— Winsor, Christopher 
Columbus (difficult, critical, good illustrations).— Fiske, Discovery 
of America, i, chap, v (interesting).— C. K. Adams, Christopher 
Columbus, His Life and Works (short life, readable, trustworthy).— 
Markham, Christopher Columbus. Sources, Letter of Columbus to 
Santangel in No. 1 of American History Leaflets; see also Nos. 29, 
33, of Old South Leaflets.— Hart, American History, etc., i, 35, 44; 
Source Book, 1. 

Cabot. 

Beazley, John and Sebastian Cabot.— Smith, Thirteen Colonies, 
i, 4-14.— Fiske, Discovery of America, ii, 2-16.— Sources, Hart, 
American History, etc., i, 69; Source Book, 4.— American History 
Leaflets, No. 9.— Old South Leaflets, No. 37. 

Vespucius. 

Winsor, Narrative and Critical History, ii, chap, ii (believes Ves- 
pucius largely an impostor).— Fiske, Discovery of America, ii, chap. 
1 (long, complex; believes all of Vespucius's claims).— Naming of 
America in Fiske, ibid., 132, 138; see also Hart, American History, 
etc., i, 49, 72; Old South Leaflets, No. 34. 

Spanish Discoveries, etc. 

Fiske, Discovery of America, ii, chaps, xi and xii, especially, 465- 
474, 504-510.— Bancroft, History, i, chaps, i-iii.— Sources: Old 
South Leaflets, Nos. 13, 20, 36.— Hart, American History, etc., i, 
49, 53, 57, 60, 65; Source Book, 6.— American History Leaflets, No. 
13. 

Topics. 

(1) The Iroquois (see especially Parkman, Jesuits in North 
America, index). (2) The Mound Builders (Fiske, Discovery of 
America, 1, 140-146). (3) Leif Ericson. (4) What can you find out 

. about Iceland in the tenth century? (5) The ships of the North- 
men (Winsor, Narrative and Critical History, i, 62; Higginson, 
Larger History). (6) Northmen in America. (7) Condition of 
Europe in the year 1000 (see especially Fiske, i, 258, 259). (8) The 
youth of Columbus. (9) His first voyage. (10) De Soto. (11) Men- 



THE SOUTHERN COLONIES 9 

endez at St. Augustine. (12) Magellan. (13) The discovery of the 
Philippine Islands. (14) Trace on a modern map the line of demar- 
cation. (15) Indian corn (Hart, Source Book, 32). (16) Journey of 
Coronado. (IT) What continent did the first explorers think Amer- 
ica was? (18) Date of naming of America. (19) Notions of Euro- 
peans regarding America (Eggleston, Beginners of a Nation, 1-24). 
(20) State precisely what each of the following men discovered: 
Columbus, Vespucius, Cabot, Cortez, Pizarro, Balboa, de Soto, 
Ponce de Leon. 

The pupils should have clearly in mind the places where the Span- 
ish dominion was established, and the general character of Spanish 
rule (see Winsbr, Narrative and Critical History, ii, 301, 306, 319). 



CHAPTER II 

THE SOUTHERN COLONIES 

Vi7'ginia 

History of England. 

It is well to begin by a study of England. Read Green, Short His- 
tory of English People, chap, vii, sees, v and vi, and chap, 
viii, sees, i to iii.— Seeley, Expansion of England, is very suggest- 
ive for older students. Give at least hasty review of period 
1.560-1640. Read Kingsley's Westward Ho! and Scott's Kenilworth. 

Topography of Virginia. 

Point out to class chief characteristics. See Thwaites, Colonies, 
chap, i.— Shaler, Nature and Man in America, 230-233. 

English Seamen. 

E. J. Payne, Voyages of the Elizabethan Seamen to America (Lon- 
don; contains contemporary narratives).— Fronde, English Sea- 
men in Sixteenth Century.— Higginson, American Explorers.— 
Fiske, Old Virginia and her Neighbors, i, 1-40.— In Hart's Amer- 
ican History, etc., i, 73-81, will be found some entertaining con- 
temporary narratives. The teacher may well enforce the thought 
that in these days England was just entering upon her great career 
as a colonizer, and these efforts sprang from an expanding, ener- 
getic life. See Green, Short History, chap, vii, sees, v and vii. 

Motives of Colonization. 

Eggleston. Beginners of a Nation (a charming book, scholarly as 

well as entertaining), book 1, chap, iii.— Fiske, Old Virginia and 

her Neighbors, i, 46-.50 (a very interesting, readable book).— Hart, 

American History, etc., i, especially 145-164. 
Organization of Government. 

MacDonald, Select Charters, 1-23.— Fiske, Old Virginia, i, chap. 

v.— Smith, Thirteen Colonies, i, 5.3-56.— Lodge, English Colonies, 2- 

13.— Doyle, English in America, 144-149. 



10 TEACHING AMERICAN HISTORY 

Trials and Sufferings. 

Egglestou, Beginners, 25-73.— Fiske, Old Virginia, i, chap, iv 
(Fiske gives credence to all or nearly all of John Smith's recital, 
even to the affair with Pocahontas, which most writers are in- 
clined to think was a product of that hero's vivid imagination. 
See Fiske, chap, iii).— Cooke, Virginia, 16-124.— Smith, Thirteen 
Colonies, chap, ii.— Doyle, English in America, chap, vi.— Sources, 
in American History Leaflets, No. 27 (extracts from Smith's True 
Relation); Hart, American History, etc., i, especially 209-214. 

Representative Government. 

An assembly in Virginia given to the colonists by the London 
Company in London. Study the London Company and its party 
divisions. See especially Fiske, Old Virginia, i, 176-190.— Hart, 
American History, etc., 218 (gives narrative by the Clerk of Assem- 
bly, John Twine).— See also Bancroft, History, i, 110-118.— Cooke, 
Virginia, 113-119.— Hildreth, History, i, 118.— Smith, Thirteen Colo- 
nies, i, 82-88.— Eggleston, Beginners, 56. 

Slavery. 

Fiske, Old Virginia, i, 188, and ii, 180-203 (treats of white slavery 
as well as negro slavery).— Cooke, Virginia, 119-124.— Bruce, Eco- 
nomic History of Virginia in the Seventeenth Century, i, chap, iv 
(use index).— Bryant and Gay, 302.— Hart, American History, etc., 
i, 239, 298, 301 (contemporary).— Hart, Source Book, 92.— For white 
slavery, see Bruce, chap, ix, and Channing, United States of Amer- 
ica, 16. For cultivation of tobacco, see Bruce, 211, 212, and Cooke, 
110.— Fiske, Old Virginia, i, 174, 231. Put heading Slavery in note- 
book. 

Cavalier Immigration. 

Fiske, Old Virginia, ii, chap. x. 

Bacon's Rebellion. 

Fiske, Old Virginia, ii, chap, xi, especially 96-107.— Lodge, Short 
History, 18-23.— Hart, American History, etc., i, 237-246 (source).— 
Cooke, Bancroft, Hildreth. 

Berkeley's Report. 

Hart, American History, etc., i, 237. 

Topics. 

(1) Sir Francis Drake. (2) The beginning of the slave trade. (3) 
John Smith. (4) Sir Edwin Sandys (Eggleston's Beginners). (4) 
What do you consider the main characteristics of Virginia? Make 
a list and compare with other colonies. (5) Who were the Cava- 
liers? (6) What other colonies were established in the seventeenth 
century after Virginia? Look up dates and compare with date of 
Virginia. (7) Influence of tobacco on character of Virginia life. (8) 
Was the government of Virginia anything like that of England or 
of the United States to-day? (9) Organization of Virginia's repre- 
sentative body. How does it compare with our Congress? (10) 
Have the charters any of the characteristics of a present-day con- 
stitution? (11) Policy and attitude of London Company (see Eg- 
gleston, Doyle, Hart). (12) Why was Virginia adapted to slave 



THE SOUTHERN COLONIES 11 

labor? (13) Settlements previous to 1607. (14) Value of Raleigh's 
preliminary work. (15) Boundary of Virginia (trace on a map 
changes made by charters). 

Maryland 
The short account in the History of the American Nation gives 
chief attention to the effort to establish religious toleration in 
Maryland. This is a large subject, and can only be suggested in 
the text. Authorities differ on purposes of the Calverts. The best 
authorities are Browne, George and Cecilius Calvert, Lords Balti- 
more; Browne, Maryland; Eggleston, Beginners, 220-266. The 
teacher and pupils will be interested in comparing the statements 
of various authors as to character of the Calverts and the purpose 
of the colony. 

Proprietary Colony. 

Bring out its essential characteristics. See Fiske, Old Virginia, i, 
255-285, especially 269, 279, 280.— Browne, Maryland, 4.— Bryant 
and Gay, History, i, 488.— Lodge, English Colonies, chap, iii.— 
Smith, Thirteen Colonies, ii, chap, v.— Doyle, English in America, 
chaps. X, xi.— Hart, American History, etc., i, chap, xi, and 291; 
Hart, Source Book, 48.— MacDonald, Select Charters, 53 (charter), 
104 (Toleration Act). 

Topics and Suggestions. 

(1) Development of representative government in Maryland 
(Browne's Maryland, index Assembly). (2) What does the Consti- 
tution of the United States say about establishment of religion, 
and religious freedom? The Constitution of your State? (3) What 
can you find out about religious freedom or intolerance in Eng- 
land, 1630-1689? What was Lord Clarendon's code? (4) Were there 
religious differences on the Continent of Europe in the seventeenth 
century? (5) Have we toleration in America or something more? 
(6) Compare toleration in Maryland with that in Rhode Island. (7) 
Instructions given by Cecilius Calvert to his brother Leonard. 
Read and discuss. See Browne, George and Cecilius Calvert, 46. 
(8) Character of government of Maryland. What is a fief? A palat- 
inate? (Dictionary.) (9) Previous attempts of Lord Baltimore at 
colonization. (10) What powers were given to the people by the 
charter? How did they extend these? (11) Essential distinctions 
between proprietary and royal government. (12) Influence of Purl- 
tans in Maryland. (13) Compare the original with present bound- 
aries. 

Carolmas 

The early history of the Carolinas is somewhat confusing, and 
it is not necessary for most pupils to try to remember the de- 
tails. Pupils desiring to get fuller information than that given 
in the text should read Lodge, Short History, chaps, v and vii, or 
Fiske, Old Virginia, ii, 270-300, or Bancroft, History, i, 408-436, or 
McCrady, History of South Carolina under Proprietary Government. 



12 TEACHING AMERICAN HISTORY 

Those not especially interested in the Carolinas should seek to get 
only the main characteristics of the colonies. 

Fundamental Constitutions. 

Strive to discover what effect, if any, the effort to force these 
articles on the colonies had on their history and character. Why 
was the scheme a failure? (See Lodge, Short History, 136-138.)— 
McCrady, History of South Carolina under Proprietary Govern- 
ment (index).— Doyle, English in America, 44(>-452.— MacDonald, Se- 
lect Charters, 149-167 (source).— Hart, American History, i, 280.— 
Winsor, Narrative and Critical History, v, chap. v. — " It was a 
gage of political contention foolishly thrown down; but in taking 
it up, the colonists were made ardent students of political rights " 
(Winsor, ibid., 291; see also ibid., 313). 

Proprietary Government. 

Fiske, Old Virginia, ii, 275.— Bancroft, History, i, 408.— Lodge, 
Short History, 134, 135.— Winsor, as above.— McCrady, History of 
South Carolina under Proprietary Government.— Smith, Thirteen 
Colonies, ii, chaps, xiv, xv.— Doyle, English in America, chap. xii. 

Representative Government. 

References as above to Fiske, Winsor, Lodge, McCrady, Smith, 
Doyle. 

Introduction of Slavery into Carolina. 

See especially Fiske, Old Virginia, ii, 326.— McCrady, History of 
South Carolina, etc. (index). 

Topics. 

(1) Make a digest of Fundamental Constitutions (found in Poore's 
Charters and Constitutions; MacDonald, Select Charters. 149; see 
also Hart, American History, i, 280). (2) John Locke. (3) Earl of 
Shaftesbury. (4) Duke of Albemarle, George Monk. (5) Earl of 
Clarendon. (6) What was Dryden's Absalom and Achitophel? (7) 
The founding of Charleston. (8) Why did physiography make 
South Carolina different from North Carolina? (See Fiske, ii, 309; 
Lodge, Short History, 148, 172.) 



CHAPTER III 

NEW ENGLAND 

The study of New England, like that of Virginia, should begin 
with a study of old l^ngland. The pupils should have in their 
minds at least a meager outline of events and a few cardinal dates. 
The following simple outline may be useful to the teacher: 1559- 
1603, Elizabeth; 1588, defeat of Armada; 1603-1G25, James I; 1625- 
1649, Charles I; 1628, Petition of Right; 1629, Charles tries to rule 



NEW . ENGLAND 13 

without a Parliament; 1G33, Laud, Archbishop of Canterbury; 1637, 
Hampden refuses" to give ship-money; 1640, the Short Parliament; 
1640, Long Parliament; 1642, civil war begins; 1649, execution 
of Charles; 1653, Oliver Cromwell, Lord Protector; 1658, Richard 
Cromwell, Lord Protector; 1660, Restoration; 1660-1685, Charles 
II; 1685-1688, James II; 1688, Revolution; 1689, William and 
Mary. 

Geography. 

Make a short study of New England. See physical map, and read 
Shaler, Nature and Man in America, 223-229.— Hart, American His- 
tory, i, 313. 

Religion. 

The teacher will endeavor to show how the Puritans differed from 
the Anglicans of the day.— See Green, Short History, chap, viii, 
sec. 1.— Eggleston, Beginners, 98-133, especially 114-121. Distin- 
guish between Puritans and Separatists. The Pilgrims of Plym- 
outh were Separatists; the founders of Boston were not.— Ban- 
■croft. History, i, 177-193.— Thwaites, Colonies, 114.— Hart, Source 
Book, 37. 

Plymouth. 

Fiske, The Beginnings of New England (intei'esting; for Pilgrims, 
see 72-75 and 79-87). — See also Eggleston, Beginners, 163-181 (no- 
tice map).— See especially Hart, American Histoi-y, etc., i, 167 and 
340-363, especially 34&-356 (from Bradford's Plymouth).— Doyle, 
English in America; Puritan Colonies, i, 34-81.— Bancroft, History, 
i, 194-214. — Smith, Thirteen Colonies, i, chap. A'i.- Hart, Source 
Book, 39. 

Purposes of founding Massachusetts Bay. 

Fiske, Beginnings, 93.— Eggleston, Beginners. 196-199.— Old South 
Leaflets, No. 50 (Winthrop's conclusions, contemporary. For study 
or topical work, not reading).— Higginson, Life of Francis Higginson, 
chap. V (source). 

The Charter. 

Old South Leaflets, No. 7.— MacDonald, Select Charters, .37. 

The Settlement. 

Fiske. 88-96.— Twitchell, John Winthrop.— Higginson, Life of Fran- 
cis Higginson, especially .30.38.— Lodge, Boston.— Gilman, Story of 
Boston.— Bancroft, i, 230-240.— Smith, Thirteen Colonies, i, 221- 
236.— Hart, American History, i, 366; Source Book, 45. 

Transfer of Charter. 

Important. The officers of the corporation became the officers of 
the colony resident therein. The charter and government of the 
corporation gradually modified became the constitution and govern- 
ment of a real body politic. See Eggleston. Beginners, 208-212.- 
• Doyle, Puritan Colonies, i, 129-148.- Hart, American History told 
by Contemporaries, i, 371. 



14 TEACHING AMERICAN HISTORY 

Representative Government. 

Hart, American History told by Contemporaries, 1, 373 (source; 
readable; good for condensation and topical work).— Fiske, 105-107 
(interesting; ask pupils to read).— Bancroft, History, i, 246.— Pal- 
frey, New England, i, 5.— Fiske, Civil Government, 146-148 (com- 
pare with, method of obtaining representation in Virginia). 

Town Government. 

Fiske, Civil Government, 16-19.— Hinsdale, American Government, 
part iii, chap. viii. 

Roger Williams. 

Eggleston, Beginners, 266-306 (somewhat too philosophical for 
pupils perhaps, but highly entertaining. " In the seventeenth cen- 
tury there was no place but the wilderness for such a John Baptist 
of the distant future as Roger Williams ").— Fiske, Beginnings, 
114-116.— Doyle, Puritan Colonies, i, 113-140.— Lodge, Short His- 
tory, 385-390.— Bancroft, History, i, 249-256.— Bryant and Gay, Pop- 
ular History, i, 538-547.— Smith, Thirteen Colonies, ii, 291-303.— 
Hart, American History told by Contemporaries, i, 402 (Williams's 
own statement). 

Connecticut. 

See especially Hart, American History told by Contemporaries, i, 
412, 413 (source).— Hart, Source Book, 51.— Johnston, Connecticut, 
chap, ii.— Walker, Thomas Hooker.— Eggleston, Beginners, 31(5- 
322.— Fiske, Beginnings, 122-138.— Smith, Thirteen Colonies, ii, chap, 
ix.— Fundamental orders are in Hart, i, 415, and Johnston, 390.— 
MacDonald, Select Charters, 60, 67, 101, 116. See index in Ban- 
croft and Doyle. 

New Hampshire and Maine. 

Doyle, Puritan Colonies, i, 201-219.— Bancroft, History, i, 257-262.— 
Bryant and Gay, Popular History, ii, 419-449.— Thwaites, The Col- 
onies, 150-152.— Lodge, Short History, chap, xxi.— Smith, Thirteen 
Colonies, i, chap, v (early history), chap, ix.— Hart, American His- 
tory, i, 426, 428.— Hart, Source Book, 55.— MacDonald, Select Char- 
ters, 36, 50, 59, 65 (various grants of lands). 

New England Confederation. 

Bring out the essential fact of the beginning of co-operation and 
union. See Fiske, Beginnings, 1.55-160.— Bancroft, History, i, 299- 
310.— Doyle, Puritan Colonies, i. 294-316.— MacDonald, Select Char- 
ters, 94-101.— Hart, American History, i, 447. 

Revolution of 1688. 

What was done to establish royal colonies under Andros? See in- 
dex of Bancroft, Doyle, Fiske, Hildreth.— Were there revolutions 
in the other colonies? 

Topics, Questions, etc. 

(1) Pilgrims in Holland: Why did Puritans desire to leave Holland? 

(2) Mayflower Compact (MacDonald, Select Charters, 33). Does it 
have any of the characteristics of a constitution? How does it 
differ from a charter? (3) John Winthrop. (4) Character of Roger 
Williams. (5) Was there good reason for banishment of Williams 



THE MIDDLE COLONIES 15 



or Mrs. Hutchinson? (6) Why was Connecticut founded? (7) What 
is a bicameral system? (Hinsdale, American Government, chap, ii.) 
What are its advantages, if any? (8) What evidence of feeling of 
independence in New England in seventeenth century? Compare 
with Virginia in years 1G42-1(J60. (9) What was the Body of Liber- 
ties? (Thwaites, Colonies, 138; Bancroft, History, i, 282; American 
History Leaflets, No. 25; MacDonald, Select Charters, 72.) What 
principles of these do we now accept? Compare with amendments 
to Constitution of United States. (10) Aristocratic and democratic 
sentiments in New England. (11) Origin of the Quakers (History 
of American Nation, 107). Why did some of them come to New 
England? (12) The Regicides (Fiske, 193). (13) Bring in outline of 
charter of Massachusetts of 1G91. (See MacDonald, Select Char- 
ters, 205.) (14) Cotton Mather. (15) The witchcraft craze (Ban- 
croft.— Eggleston, Transit of Civilization, index). (16) What other 
colonies were established by 1675? (17) What do you think were 
the essential characteristics of New England history? (18) What 
were the essential religious doctrines of the Puritans? Were they 
agreed among themselves? Were they liberal and tolerant? (19) 
Did Plymouth receive any charter? From whom did she obtain 
her laud? (20) Trace development of Plymouth, 1()21-1691. (21) 
Character of first Plymouth settlers. (22) What do you think was 
the cause of the rapid growth of Massachusetts Bay? (23) What 
was actually transferred in the "transfer of the charter"? (24) 
Compare government of Massachusetts after 1630 with that of Vir- 
ginia. (25) Compare method of obtaining representative govern- 
ment, and steps in its development in Virginia, Maryland, and 
Massachusetts, and the rise of the bicameral system. (26) Com- 
pare charter of Massachusetts with its present constitution or 
that of the United States. (27) Toleration in Massachusetts (Hart, 
American History, i, 390, 393). (28) How did the constitution of 
Connecticut differ from the charter of Massachusetts? Of Vir- 
ginia? From the Mayflower Compact? What innovation did it 
introduce? 



CHAPTER IV 

THE MIDDLE COLONIES 

TsfciD York 
Geography. 

Begin with the study of geography. See especially Shaler, Nature 
and Man in America, 229. 

Fuller Study. 

The statement in the History of the American Nation may well be 
aTuplified, especially for New York readers, by using such books as 
Roosevelt, New York (Historic Town Series).- Todd, Story of the 
City of New York.— Tuckerman, Peter Stuyvesant.— Goodwin, His- 



16 TEACHING AMERICAN HISTORY 

toric New York.— Roberts, New York.— Fiske, Dutch and Quaker 
Colonies in America, vol. i, ctiaps. iv, ix; vol. ii, chaps, x, xi. — Hem- 
street, Story of Manliattan; When Old New York was Young. 

Illustrative Material. 

Lamb, History of the City of New York.— Wilson, Memorial His- 
tory.— Winsor, Narrative and Critical History, iv, v.— Todd, Story 
of the City of New York.— Hemstreet, Nooks and Corners of Old 
New York.— Ullman, A Landmark History of New York. 

Original Material. 

Old South Leaflets, No. 09, containing Adrian Van der Donck's De- 
scription of New Y^ork in 1655.— Hart, American History told by 
Contemporaries, i, 517-547, especially 532-537.— Hart, Source Book, 
42, 58.— MacDonald, Charters, 136. 

Character of Dutch Administration. 

Teacher should point out that Holland failed as a colonizer in 
America. She had not the growing strength of England. She at- 
tempted too much. The colony was exploited by a selfish commer- 
cial company. The people were over-eager in trade. She did not 
seem to have the faculty for transferring her best ideas to the 
New World. Compare Holland's management of her East Indian 
colonies to-day. 

Topics. 

(1) What can you find as to character of Dutch administration? (2) 
Condition of New Netherland when it became New York. (3) Be- 
ginnings of local government in New York. (4) Influence of the 
Dutch on life of Now York. (5) The war between England and 
Holland which transferred New Netherland to England. (6) Why 
was the colony called New York? (7) Peter Stuyvesant. (8) Henry 
Hudson. (9) The patroons. (10) What qualities does a colonizing 
nation seem to need? (11) The Five Nations. (12) Why did the 
English desire New Amsterdam? (13) Popular government in New 
York. (14) " Duke's Laws." 

Material for these topics may be found largely in Fiske, Dutch 
and Quaker Colonies. 

ISlcw Jersey 
The early history of New Jersey is comparatively uneventful. 
It does not furnish the lessons that many of the other colonies do. 
If a full study of the colony is desired, besides the references given 
in the History of the American Nation, page 107, the following 
may be useful: 

Raum, The History of New Jersey from its Earliest Settlements 
to the Present Time (not very readable).— Smith, History of the 
Colony of Nova Csesaria, or New Jersey, to 1721.— Winsor, Narra- 
tive and Critical History, iii, 420-449; v, 217-229.— Lodge, English 
Colonies, chap, xiv.— Smith, Thirteen Colonies, ii, chap, i.— Fiske, 
Dutch and Quaker Colonies, ii (see table of contents).— MacDon- 
ald, Select Charters, 139, 141, 171, 174.— Hart, American History, i, 
chap. XXV.— Hart, Source Book, 62. 



THE MIDDLE COLONIES 17 



Pennsylvania and Delaware 

It is almost as important to know the fundamental ideas of the 
Quakers as of the Puritans. The references given on page 115 of 
History of the American Nation are perhaps all that the teacher 
can satisfactorily use. Especially interesting is Bancroft. Point 
out to pupils how it was that Quakerism cherished the essentials of 
democracy. A suggestive, highly colored statement of Quakerism 
in Scott, Development of Constitutional Liberty, G3-81j^ see also 
some characteristics of the Quakers entertainingly discussed in 
Franklin's Autobiography.— Sharpless, A Quaker Experiment in 
Government, chaps, ii, iii.— Sharpless, Two Centuries of Pennsyl- 
vania History, 30-37.— Fisher, The Making of Pennsylvania, chaps. 
ii, iii.— Fiske, Dutch and Quaker Colonies, ii, 108-114. 

William Penn. 

Fisher, The True William Penn.— Fiske, Dutch and Quaker Col- 
onies, ii, 114-140.— Sharpless, Two Centuries, 37-39.— Colonial Prose 
and Poetry, ii (letters from Penn). 

Purposes and First Settlejients of Penn. 

Sharpless, Quaker Experiment, 47-G2.— Sharpless, Two Centuries, 
chap, i.— Fiske, Dutch and Quaker Colonies, ii, 140-1G7.— Fisher, 
Pennsylvania, Colony and Commonwealth, 1-l.j.— Sources: MacDon- 
ald. Select Charters', 183, 192, 199, 217, 224 (various charters and 
frames of government).— Hart, American History, i, 554.— Hart, 
Source Book, 67. 

Development of Pennsylvania. 

Sharpless, Quaker Experiment, chaps, iii-vi.— Sharpless, Two Cen- 
turies, chaps, ii-v.— Fisher, Pennsylvania, Colony and Common- 
wealth, chaps, i, ii, vii, viii.— Fisher, Making of Pennsylvania (use- 
ful chiefly for topical work). -Fiske, Dutch and Quaker Colonies. 
ii, chaps, xvi, xvii.— Smith, Thirteen Colonies, ii, 1.5(1-201. 

Delaware. 

Have pupils look up Sweden in the seventeenth century. Notice 
part taken in the Thirty Years' War, character of people, etc- 
Good account of Delaware in Winsor, Narrative and Critical His- 
tory, iv, chap, ix.— Lodge, Short History, chap, xi.— Smith, Thirteen 
Colonies, ii, chap, iii.— Sharpless, Two Centuries, 17-.30.— Fiske, 
Dutch and Quaker Colonies, ii (table of contents).— Hart, Ameri- 
can History, i, 548-.554. 

Topics. 

(1) Wliat were the chief religious beliefs represented in America 
in 1700? (2) Why was it consistent with Quakerism to be tolerant? 
(3) The life of Fox. (4) Settlements in Pennsylvania previous to 
Penn (Smith, Thirteen Colonies, ii, 149-1.56: Fisher, Making of 
Pennsylvania, chap. i). (5) Of what nationalities were the chief 
settlers of Pennsylvania? Why did so many kinds of people come 
to Pennsylvania? (Fiske, Dutch and Quaker Colonies, ii, chap, 
xvii). (6) Give out as topics the various nationalities that settled in 
Pennsylvania (Fisher, Making of Pennsylvania; Hart, American 
History, i, 559). (7) Religious sects in Pennsylvania (Sharpless, 



18 TEACHING AMERICAN HISTORY 

Quakers in the Revolution, 1-5). (8) Toleration in Pennsylvania. 
(9) Relations with Indians (Hart, American History, i, 557). 



CHAPTER V 

HISTORY OF THE EIGHTEENTH CENTURY 

The teacher's chief task is to show the pupils that the colonists 
were not dormant, but were growing in strength and vigor and in 
capacity for self-government. The period presents many difficul- 
ties. Use Bancroft's table of contents, or Lodge's index, or Hil- 
dreth's table of contents for topics. One of the best ways to get 
an idea of the time is to take such a book as Lodge's Short History, 
and notice the misunderstandings between governors and assem- 
blies, and how the assemblies gained their points. Notice what 
they contended for. For example, see Lodge, 3G1-3G9; 301-307; 
2L5-223. Lodge's Short History and Smith's Thirteen Colonies 
follow the history of each colony separately down to the outbreak 
of the Revolution. Fiske's books contain interesting reading on the 
political events and also on the social conditions. For further 
reading, see the books referred to above under the individual colo- 
nies. Hart, American History, etc., ii, contains a great deal of 
material illustrating political and social conditions of the time. 



CHAPTER VI 

FRANCE AND ENGLAND 

The teacher will bring out the geographical situation — Spain on 
the south, France on the north and west, England hemmed in be- 
tween the mountains and the sea, her colonies " compelled to de- 
velop in a more connected wa}^" Notice the mountains, the Hud- 
son, Mohawk, and Lake Champlain region, the river systems of the 
West to which the St. Lawrence and the Great Lakes lead (see map 
at beginning). Dwell, too, on the fact that we are studying a 
struggle for empire. England won from France, 1755-1763. United 
States, England's offspring, won from Spain, continuing the career 
of conquest, 1819, 1846-1848, 1898. 

Maps. 

See especially Winsor, Narrative and Critical History, iv and v; 
Cartier to Frontenac; The Mississippi Basin. 



SOCIAL AND INDUSTRIAL CONDITIONS 19 

Original Material. 

Hart, American History, etc., ii, part v, especially 320, 330, 3G9.— 
Old South Leaflets, No. 73, No. 9 (Frankliu's plan of union), No. 
46.— Hart, Source Book, part vi.— MacDonald, Select Charters, 229, 
251, 261 (treaties); 253 (Albany Plan). 

General Treatment. 

Fascinating narratives in Parkman. Teacher can assign almost 
any portions or read them to the class. See Jesuits in America, 
Introduction; Old Regime, chap, xv; La Salle, chaps, x and xi; 
Half Century of Conflict, chap, iv or xiii; Montcalm and Wolfe, 
chap, xxvii. See bibliography, History of American Nation, 150. 
See also Higginson, Larger History, chaps, v and vii.— Thwaites, 
The Story of Wisconsin.— Hinsdale, How to Study and Teach His- 
tory, chap, xvi, especially sees. 2, 3, 4 (discusses colonial sys- 
tems).— Bancroft, ii, chaps, ix-xiv.— Fiske, New France and New 
England. 

French and Indian War. 

Parkman, Montcalm and Wolfe (see especially chap, i).— Lodge, 
George Washington, i, chap, iii.— Sloane, The French W^ar and the 
Revolution, chaps, iv-vi.— Stone, Life and Times of Sir William 
Johnson.— Hart, Formation of the Union, chap. ii. 

Seven Years' War and Condition of France and England. 
Parkman, Montcalm and Wolfe, i, chap, xi.— Sloane, French War, 
etc., 38-42.— Green, Short History, chap, x, sec. 1.— Lecky, History 
of England in the Eighteenth Century. 

Topics. 

(1) French in Brazil. (2) Huguenots in Florida. (3) Champlain and 
the Iroquois. (4) The Iroquois life. (5) Discovery of Lake Hu- 
ron. (6) Isaac Jogues. (7) Huron Mission. (8) Discovery of the 
Mississippi. (9) The Griffin. (10) Tonti. (11) Founding of Louisi- 
ana. (12) Canadian feudalism. (13) The Coureurs des Bois. (14) 
The founding of Detroit. (15) Character of Montcalm. (16) Char- 
acter of Wolfe. (17) William Pitt. (18) Result of the war (Fiske, 
American Political Ideas; Hinsdale, Old Northwest, 68-70). (19) 
The Albany Congress. What other plan of union before 1754? 
(20) Why did England succeed? (21) Possessions of England after 
the war. (22) What was the battle of Plassey? Compare with 
Quebec. (23) The Acadians (see Longfellow's Evangeline). 



CHAPTER VII 

social and industrial conditions 

The teacher should endeavor to bring out contrasts and simi- 
larities strongly. For the study of this chapter, Lodge, Short His- 
tory of the English Colonies, is invaluable. The author has con- 
stantly referred to the able chapters in that work while preparing 



20 TEACHIXG AMERICAX HISTORY 

Chapter VII of the History of the American Xation. References 
are given on page 168 of the text-book. By using the index of 
Lodge one can easily find material on different topics. For exam- 
ple, under title of each colony look up slavery, crimes and punish- 
ments, education, style of living, commerce, amusements, travel- 
ing, etc. 

See also Scudcler, Men and Manners in America One Hundred 
Years Ago.— Eggleston, papers in Century Magazine for 1884.— Gold- 
vrin Smith, The United States, chap. 1.- Johnston, The United 
States, chap, i.— Chauning, The United States of America, chap, 
i.— Cooke, Virginia, 304-378, 396-100.— Fislie. Old Virginia, ii, 174- 
269, especially 177-190 (white servitude), 190-200 (slavery).— Wee- 
den, Economic and Social History of New England, ii. 52S-3.jO, 
573-606, 674-713.— Adams, Three Episodes of Massachusetts His- 
tory, ii, 5S1-S.38, especially chaps, iv and v.— Bliss, Colonial Times 
on Buzzard's Bay.— Huntington, Under a Colonial Roof-Tree.— 
Franklin, Autobiography.— Hart, American History, etc., ii, 229 
(selection from Franklin). See also ibid., 235 (Virginia), and 298 
(advertisements for escaped slaves), 308 (white servitude). Fiske, 
Dutch and Quaker Colonies, ii, chaps, xi, xv.— Eggleston, Transit 
of Civilization (interesting and accurate). — The State histories, as, 
McCrady, South Carolina, vols, i, ii; Cooke, Virginia: Fisher, Penn- 
sylvania. Colony and Commonwealth, and Making of Pennsylvania, 
etc., contain chapters on various phases of the social conditions. 
Such works as Alice Morse Earle's Home Life in Colonial Days, 
and Stage and Tavern Days, are interesting and profitable. 
Sources: Hart, American History, i, chaps, xiii, xxi, xxvi: ii, part 
iv. — Hart, Source Book, chaps, v, vii. Many interesting bits can 
be read covering various phases of this whole period from Trent 
and Wells. Colonial Prose and Poetry, ii. 

Local Goverxment. 

See any text-book on civil government. Fiske, Civil Government, 
and Hinsdale, American Government, give good accounts. Present 
condition of local government. Hinsdale, part iii, chap. Iv. See es- 
pecially Bryee, American Commonwealth, part ii, chaps, xlviii, 
xlix, or abridged edition, chaps, xlvii, xlviii.— Hosmer, Samuel 
Adams, chap, xxiii.— Hart, Practical Essays in American Polities.— 
Fiske, American Political Ideas.— Scott, Development of Consti- 
tutional Liberty, 174-181.— Hart, American History, i, .344, .566: ii, 
chap, xi.— Hart, Source Book. 1.32. Let the pupil discover what 
sort of local government obtains in his State, what are the duties 
of the local officers, and whether the form approaches one of the 
types mentioned in the text. 

Forms of General Colonial Government. 

Hart, Formation of the Union, 1.3-16.— Johnston. The United 
States.— Frothingham, Rise of the Republic, 13-20.— Hinsdale. The 
American Government, chap, ii.— Stevens, Sources of the Constitu- 
tion, chap, i.— Fiske, Civil Government. 140-160.— Wilson. The 
State, S46-S61.— Hart, American History, ii. part iii, and Source 



CAUSES OF THE REVOLUTION 21 

Book chap, viii, contain interesting original material, giving con- 
crete' examples of the workings of colonial government. It may 
possibly be profitable to study with advanced classes the char- 
ters, constitutions, grants, and acts found in MacDonald, Select 
Charters. 

Topics. 

It will perhaps be well to give each pupil one colony, or better, one 
phase of the whole-e. g., slavery in 1700: education: New Eng- 
land trade: value of the town-meeting; social hfe in Virginia, in 
South Carolina, in Pennsylvania, in New York, in New England; 
amusements; religion and the leading sects in each colony. How 
did the diversity and similarity make a republic like the United 
States? For a very complete list of topics, see Hart, Source Book, 
xxxvi-xxxAiii. 



CHAPTER VIII 

CAUSES OF THE REVOLUTION 

The teacher will attempt to bring out the successive steps in the 
estrangement of America, and show why English legislation ran 
counted- to American principles. Notice that there were differences 
of opinion in the colonies as well as in England. The advanced 
partv in America stood for a development of the principle of repre- 
sentation, not at that time recognized in England. What the con- 
dition in England was can be seen from Green, Short Histoiy, 
chap. X, sec. 2; Trevelyan, The American Revolution, chap. u. 

General References. _ 

The best short references to the controversy are given in History 
of the American Nation. 188. Read especially Chanmng, Lnited 
States of America, chap. ii.-Hart, Formation, chap, lu.-bmith, 
The United States, 67-89 (suggestive).-Higginson Larger History 
chap. ix.-Sloane, The French War, etc., ll&-1.9.-Johnston, The 
United States rcontains concise statement of arguments on both 
sides>.-Longer accounts in Fiske, The American Revolution, i 1- 
12.5 (interesting and readable, strongly AmericanK-Lecky The 
American Revolution, 1-200 (written from English standpoint; fair 
and able).-Bryant and Gay, iii, chaps xiii and xiv.-Bancroft ii 
546-565. and vol. iii (use contents and index).-Winsor. vi (especially 
for handbills, pictures, maps). Much interesting f^djaluable ma- 
terial in lives of statesmen.-Hosmer. Samuel Adams.-TUer, 
Patrick Henrv.-Morse. Benjamin Franklin (see especially Frank- 
lin-s examination before House of Commonst.-Morse. John Adams. 
-Hosmer Life of Thomas Hutchinson.-Lodge, George Washmg- 
ton ^ On the Tories, see Tyler, Literary History of the American 
Revolution, and Van Tyne, Loyalists in American Revolution. 
4 



22 TEACHING AMERICAN HISTORY 

Original Material. 

Burke's Speech on Conciliation witti America (variously publislied 
in ctieap form; found also in Adams, Representative British Ora- 
tions); American History Leaflets, Nos. 11, 19, 21; Old South 
Leaflets, No. 68.— Johnston, irepresentative American Orations, i, 
18, for Patrit'k Henry's Speech in Convention of Delegates.— Sted- 
man and Hutchinson, Library of American Literature, iii, pp. 40, 
61, 91, 214, 325.— Hart, American History told by Contemporaries, 
ii, part vi, especially 374, 407 (Franklin's examination), 431.— Hart, 
Source Book, 137-144.— MacDonald, Select Charters, 258-391, con- 
tains the important Acts, Resolutions, and Declarations of the 
period 1760-1775.— The Virginia Declaration of Rights is found in 
Larned, History for Ready Reference, v, 3636; Hill, Liberty 
Documents, chaps, xi-xiii; and Poore's Charters and Constitutions, 
part ii, 1908. Tyler, Literary History, contains much valuable 
and interesting material; see also Colonial Prose and Poetry, vol. 
iii (Growth of the National Spirit). 

Topics and Questions. 

(1) Otis and the Writs of Assistance. What are general warrants? 
Are they now permitted? (Constitution of United States, Amend- 
ment IV. See Constitution of your State.) (2) The Parson's cause. 
(3) Policy of George III. (4) England's argument in behalf of tax- 
ation. (5) Opposition to the Stamp Act. Was it reasonable? (6) 
Dickinson's Farmer's Letters. (7) What is meant by a jury of the 
vicinage? Does the Constitution of the United States provide for 
one? (Constitution of United States, Amendment VI.) (8) Com- 
mittees of Correspondence. (9) What was the principle of no taxa- 
tion without representation? (10) See the Declaration of Inde- 
pendence, and find if there were other offenses than unjust taxa- 
tion charged against England. (11) What differing accounts can 
you find of the nature and purposes of the Stamp Act? (12) How 
might the trouble between England and America have been set- 
tled? How does England now treat Canada? (13) Do you find 
from your study of colonial history that the process of revolution 
was a gradual process, and the period from 1760 to 1783 only a 
culmination? (14) Had the spirit of self-sufficiency gradually 
grown? (15) What is said of the purposes of founding Massachu- 
setts? (History American Nation, 76.) (16) Character of George 
III (see Lecky, American Revolution, and Hart, American History, 
ii, 373). (17) North Carolina Regulators (see Hart, American His- 
tory, ii, 420). (18) What sort of men were the delegates to the 
first Continental Congress? (19) A Revolutionary town-meeting 
(Hart, American History, ii, 401; Hosmer, S. Adams). (20) Why 
was the Stamp Act repealed? What power has our Federal Gov- 
ernment regarding internal taxation? regarding direct and indirect 
taxes? What is the power of the States? (21) What were the 
Navigation Laws? (MacDonald, Select Charters, 106, 110, 119, 133, 
168, 212, 248.) What power does the Constitution give the Federal 
Government over commerce? (22) Smuggling in New England. 
(23) Character of Grenville. Of Townshend. (24) Faith of colonists 
in George III. (25) Mob violence and riots (Hart, American History, 
ii, 397, 458). (26) Influence of ministers (Tyler, Literary History). 



THE REVOLUTION 23 

(27) A Tory's defense (Tyler, Literary History), (28) Treatment of 
Tories. (29) Quartering Act (MacDonald, Select Charters, 306). 
What does the Constitution say concerning armies and the quar- 
tering of soldiers? (30) Minutemen. What provision is made in 
the Constitution for militia? How is the militia organized in your 
State? In your town? (31) What in the Declaratory Act was ob- 
jected to? (32) Suspension of the New Yorli Assembly (MacDonald, 
Select Charters, 317). Is there any power in the United States 
with authority to dissolve a representative body? Has the Fed- 
eral Government any authority over State legislatures? (33) Non- 
importation (MacDonald, Select Charters, 362). (34) Boston Port 
Act (MacDonald, Select Charters, 337). Did the other colonies 
stand by Boston, and why? (35) Point out all the differences that 
you know between the colonies. What were their likenesses? (36) 
What compromise did Lord North offer? (MacDonald, Select Char- 
ters, 367, 385). (37) What was the purpose of the First Conti- 
nental Congress? What did it do? (38) What specific grievances 
did the colonists want redressed? (MacDonald, Select Charters, 
356, 374, 381.) (39) The scheme of giving colonies representation 
in Parliament. Difficulties. The teacher will find it profitable to 
take the Declaration of Independence and ask the pupils to find 
how some or all of its charges can be substantiated by facts of 
history. 



CHAPTER IX 

THE REVOLUTION 

The teacher should first present the general geographical situa- 
tion, the long sea-coast, the scattered colonies, the poor roads, 
making a conquest by a foreign force difficult; Lake Champlain 
and the Hudson and the centers of attack. See Hinsdale, How to 
Study and Teach History, 233-234. One should try to get the main 
movements of the Avar, not at first the tactics of battles. Occa- 
sional descriptions of battles can be read, but the pupils should 
see where the battle was fought, and why. 

Military Events. 

Use especially, Lodge, Story of the Revolution.— Fiske, The Amer- 
ican Revolution.— Lodge, George Washington.— Lecky, The Amer- 
ican Revolution. Use indexes of Banc )ft, Bryant and Gay. For 
illustrations and maps, Lodge, Story i>f Revolution.— Winsor, Nar- 
rative and Critical History, vol. vi.— Brooks, Century Book of 
American Revolution.— Lossing, Field Book of the Revolution. 

Political Events, 

Hart, Formation of Union, chap, iv.— Sloane, French War, etc., 
chap, xix, and 258-262, 282-288.— Sumner, Robert Morris.— Morse, 
Thomas Jefferson, chaps, iv and v.— Bancroft, History, v, 111-125, 
404^22. 



24 TEACHING AMERICAN HISTORY 

Diplomacy. 

Morse, Benjamin Franklin, cliaps. ix-xi.— Pellew, John Jay, chaps, 
vi and vii.— Morse, John Adams, chaps, vii-ix.— Winsor, The West- 
ward Movement, chap, xii.— Winsor, Narrative and Critical His- 
tory, vii, chap, ii (difficnlt).— Lecky, The American Revolution, 
296-310, 425-434, 459-484.— Treaty in MacDonald, Select Documents, 
15. 

War in the West. 

Cooley, Michigan, chap, v.— Dunn, Indiana, chap, iv.— Roosevelt, 
Winning of the West, vol. ii.— Hinsdale, Old Northwest, chap, ix.— 
Moore, Northwest under Three Flags, chaps, vii, viii. 

Declaration of Independence. 

" The clearest definition of the theory of democratic government 
in existence." Channing, The United States of America, 86. Read 
the Declaration (found in Old South Leaflets, No. 3, American 
History Leaflets, No. 11, and MacDonald, Documents, 1). For the 
growth of feeling of independence, see Frothiugham, Rise of The 
Republic, 294, 456-469, 513-519, 530-544, 553-560; Morse, John 
Adams, 82-147; and Hosmer, Samuel Adams, 3.32-351. See also 
Morse, Jefferson.— Fiske, American Revolution, i, 178-198. Study 
the assertions of democracy. 

Sources. 

Material plentiful in Stedman and Hutchinson, Library of Amer- 
ican Literature, iii. See especially 151, 162, 219, 227.— Hart, Amer- 
ican History, etc., ii; especially 579 (George Rogers Clark), 546, 
559, 606, 587 (John Paul Jones).— Old South Leaflets, No. 43.— Hart, 
Source Book, chap, ix.— Tyler, Literary Hist., vol. ii.— Hill, Liberty 
Documents, chaps, xiii, xiv. 

Topics and Questions. 

(1) Was the Declaration of Independence justifiable? (2) Congress 
and the Army. (3) The Conway Cabal. (4) Paine, Common Sense. 
(5) Valley Forge. (6) Robert Morris. (7) Franklin's services. (8), 
The Hessians. (9) Lord North. (10) Andre. (11) George Rogers 
Clark. (12) The Loyalists (Lecky, American Revolution, index; 
Bancroft, History, index; Tyler, Literary History of the American 
Revolution). (13) Mark out on outline map the boundaries of 
United States at the end of the war. (14) Read in Pellew's Jay, 
Morse's Adams, and Morse's Franklin the account of the treaty, and 
see what these writers think of the action of the commissioners 
in breaking away from France and coming to an agreement wath 
England. (15) Bring into the class an outline of treaty of peace. 
(16) How was the country governed during the war? (17) Was 
there one republic or were there only a number of States? (18) 
How was Congress organized? (19) Why was the Congress not 
more effective? (20) What principles fought for in the Revolu- 
tion do we now cherish? (21) The French alliance. (22) Lafayette. 
(23) Kosciusko. (24) Clark's campaign in the West. (25) Privateers 
in the war. (26) The war on the ocean. (27) John Paul Jones. 
(28) Indians in the Revolution. (29) Wyoming massacre. (30) The 
militia (Hart, American History, ii, 490). (31) Prisons and treat- 



THE CONFEDERATION AND THE CONSTITUTION 25 

ment of prisoners. (32) Washington's discouriigement in 1776 
(Hart, American History, ii, 559). (33) How were colonies governed 
after royal governors were expelled? (34) Organization of State 
governments. State constitutions. (35) Paper money. (36) Bank 
of North America (Hart, American History, ii, 605). (37) Attempts 
at conciliation. (38) Was the treaty honestly carried out by both 
parties? (39) Retention of frontier posts. (40) Evolution of the 
Stars and Stripes. (41) Our first national hymns (Tyler, Literary 
History, ii). (42) A day in a Revolutionary convention (Hart, 
American History, ii, 519). (43) A day in the Continental Con- 
gress. (Hart, American History, ii, 525). (44) In what other 
sense than in that of being a breaking away from Great Britain, 
may the war be called a Revolution? 



CHAPTER X 

THE CONFEDERATION AND THE CONSTITUTION 

There are four chief things to be noticed: (1) The Articles of 
Confederation; (2) organization of the West; (3) turbulence and 
disorder; (4) the Federal Convention and the adoption of the Con- 
stitution. 

The Confederation. 

See Hart, Formation of the Union, 93-95 (the best short book cov- 
ering period 1750-1829).— Hinsdale, American Government, chap, 
vi.— Prothingham, Rise of the Republic, chap, xii.— Johnston, The 
United States, chap. v. Read the articles themselves. They are in 
Old South Leaflets, No. 2; American History Leaflets, No. 20; Mac- 
Donald, SiMect Documents, 6; Hinsdale, American Government, 
Appendix; Hill, Liberty Documents, chap. xv. Notice Article 
IX, paragraph 0. Proposals to amend the articles, in American 
History Leaflets, No. 28. Read Walker, Making of the Nation, 
1-15.— Schouler, History of the United States, 1, chap, i.— Mc- 
Master, History of the People of the United States, i, 131-135, 
258.— Piske, Critical Period. 

The Western Movement and the Organization of the West. 
Roosevelt, Winning of the West.— Hosmer, Short History of Mis- 
sissippi Valley, chaps, iii-v.— Moore, Northwest under Three Flags, 
chap, ix.— Fiske, Critical Period, chap, v.— Hart, American His- 
tory, iii, chaps, v, vii.— Hart, Source Book. 166. 169.— Hill. Liberty 
Documents, chap, xvi.— Hinsdale, Old Northwest, chaps, xi-xv.— 
Coole>, Michigan, chaps, vi and vii.— McMaster, History, i, 165- 
167, 507-513.— Old South Leaflets, Nos. 40, 42.— Bancroft, History, 
vi, 277-291.— King, Ohio.— Dunn. Indiana.— Ordinance is in Mac- 
Donald, Documents, 21.— Old South Leaflets, No. 3. 

Turbulence and Disorder. 

Fiske, Critical Period, chap, iv.— McMaster, History of People, i, 
especially 281-290, 304-318, 33&-350.— Morse, Hamilton, i, 78-112, 



26 TEACHING AMERICAN HISTORY 

202-211.— Weeden, Economic History of New England, ii, 816-820, 
835-848, 865-875,— Gordy, Political Parties, i, chaps, i-v (good, sug- 
gestive).— Hart, American History, iii, chap. vi. 

The Convention and the Constitution. 

Hart, Formation, etc., chap, vi.— Walker, Making, etc., chaps, ii, 
Iii.— Piske, Critical Period, chap, v.— Schouler, History, i, 36-41.— 
Hinsdale, American Government, chaps, viii, ix.— McMaster, His- 
tory, i.— Bancroft, vi.— Frothingham, Rise of the Republic, chap, 
xii.— Especially helpful are: Gay, James Madison, 88-128.— Lodge, 
Alexander Hamilton, 50-84.— Roosevelt, Gouverneur Morris, 125- 
169.— Tyler, Patrick Henry, chaps, xviii, xix.— Lodge, Washington, 
ii, chap, i.— Gordy, Political Parties, i, 64-91.— Morse, Hamilton, i, 
chap, vi.— Hart, American History, iii, part iv.— Hart, Source 
Book, 172-180.— Hill, Liberty Documents, chap, xvii.— Read at least 
part of the Constitution. Notice the character of first ten Amend- 
ments. Emphasize the Tenth Amendment. Use, if possible, some 
portions of Stevens, Sources of the Constitution. 

Notes on Bibliography. 

Walker, Making of the Nation, covers period 1783-1815; is inter- 
esting and scholarly.— McMaster, History of the People of the 
United States, 5 vols., others to follow; vol. v ends about 1830. 
Deals largely with social conditions. Interesting, vivid, good tables 
of contents.— Schouler, History of the United States, 6 vols., 1783- 
1865. Style not good, but the whole is readable.— Hildreth, History 
of ttie United States. Last three volumes cover period 1789-1820. 
Good, decidedly Federal in sympathies, trustworthy.— Gordy, Politi- 
cal Parties in the United States, 2 vols., others to follow.— Hart, 
American History told by Contemporaries, continues in vols, iii 
and iv down to 1900.— The Statesmen Series covers very exhaust- 
ively the whole field from 1760 on.— In the Makers of America 
Series, Sumner's Hamilton and Scliouler's Jefferson are excellent.— 
The lives of statesmen in the Beacon Biographies are also useful, 
as are the lives of military and naval commanders in the Great 
Commanders Series. 

Topics and Questions. 

(1) Proposed amendments to Articles of Confederation. (2) Work 
of Washington (Hart, American History, iii, 188) or Hamilton 
(Hart, American History, iii, 177) for closer union. (3) Work of 
G. Morris in Federal Convention. (4) Attitude of Patrick Henry 
toward the Constitution. Why was it opposed by some persons? 
i'j) Adoption of the Constitution in New^ York. (6) Why did the 
Confederation fail? What is a confederation? (7) Compni-e the 
Constitution and the Articles of Confederation as to powers 
granted to the central Government; as to method of voting in Con- 
gress, etc. (8) What is the Federal system? (see Bryce, American 
Commonwealth, i, chap, xxvii; abridged edition, chap. xxvi). (9) 
What was the three-fifths compromise? Was it just? (10) What is 
meant by the principle of the separation of the powers of Govern- 
ment? (See the Constitution of the United States, Articles I, II, 
III.) Are the powers of Government separated in the Constitution 
of your State? Why? (11) Does separation of powers establish 



FEDERAL SUPREMACY 27 

checks and balances in the Government? (12) Point ont any ex- 
press restrictions on State action mentioned in tlie Constitution 
before tlie Xlllth Amendment? (13) Tlie distribution of authority 
between the States and the Federal Government (see Hinsdale, 
American Government, 121-123). (14) Take one amendment of first 
ten and report on its meaning. (15) Faults of Articles of Con- 
federation. (16) Cause of delay in their adoption. (17) Present 
some contemporary criticism (see American History Leaflets, No. 
28; Hart, American History, iii, chap. vi). (18) Degeneration of 
Congress. (19) Work of a delegate to Congress (Hart, Source Book, 
1G4). (20) Condition of United States, 1780-1800. (Various topics 
can be formulated from the full extracts from contemporary writ- 
ings given in Hart, American History, iii, 1-119.) (21) Did the 
United States ever have colonies? (22) How can it be said that 
the Ordinance of 1787 outlined a new colonial system? How dif- 
ferent from that of other countries? (23) Ask students to report 
on the discussion in the Convention of some topic, as the execu- 
.tive, or taxing power (Bancroft, Hildreth, Fiske, and Curtis, His- 
tory of Constitution, are useful for this). (24) Compromises of 
Convention (Fiske, Critical Period). (2.")) The closing scene of the 
Convention (Hart, American History, iii, 221). (26) What is a 
Declaration of Rights? Why did the Americans desire one in their 
Constitution? (27) Machinery in adoption of Constitution. (28) 
Contemporary criticism (Hart, American Revolution, chap. xi). 

Character of the Constitution. 

We all now hold that the United States is noiv an indissoluble 
Union, and that the States are not altogether sovereign and do not 
have the right of secession. There are three different opinions 
among writers as to whether, as an historical fact, the Constitu- 
tion, when adopted, established one indissoluble republic: (1) That 
it did so establish one republic, indissoluble and composed of inde- 
structible States. (2) That the States retained their sovereignty, 
the Constitution was a compact, and the national interpretation 
was established by civil war, 1861-'65. (3) That the matter was 
left in doubt and the national interpretation was established by 
civil war. 



CHAPTER XI 

FEDERAL SUPREMACY 

Administration of George Washington 

Emphasize chiefly: (1) That the Constitution was at first a piece 
of parchment and that its w^ords needed to be translated into ac- 
tion. (2) Therefore the \vork of Hamilton and Washington in 
establishing the new order. (3) The organization of parties and 
their theories of constitutional construction. (4) Foreign difficul- 



28 TEACHING AMERICAN HISTORY 

ties and the policy of keeping aloof from entangling alliances with 
Europe. 

General Bibliography. , 

In addition to references given in History of the American Na- 
tion, 252, Pellew, John Jay, 262-318 (especially chap, ^i- f^ahng 
with treaty of 1794).-Roosevelt, Gouverneur Mori'is, 22<-300 - 
Morse, John Adams, 241-265.-Sumner, Alexander Hami ton 144- 
904 -Gav Madison, 128-234.-Schouler, Jetterson, 153-1<7, Hibtoiy, 
r 74-339 (use table of contents).-Hildreth, History, iv (use table 
of contents).-Morse, Hamilton, i, chaps, vii-xii; ii chaps, i-v- 
Schouler, Hamilton, 73-140 (a character ^^^}^^-'-^l^-^'l\\''XT. 
ing).-Gordv, Political Parties, i, chaps. vii-xxi.-Ford, .^.l^e Tiue 
George Washington.-Hill, Liberty Documents, chap, xviu (Wash- 
ington's Farewell Address).-Sources are found m MacDonald 
Documents, 4G-135.-01d South Leaflets, No. 10^-«tedman axul 
Hutchinson, Library of American Literature, iv, 59-62, 62-6o, 13 < 
139 139-144. (These references are to character sketches by con- 
temporaries.)-Hart, American History, iii, chaps, xii-xiv; Source 
Book, chap. xi. 

Constitutional References and Questions. 

ri) What does the Constitution say about executive departments? 
(2) What does the Constitution say about courts? (3) The method 
of proposing and ratifying amendments. How have the fifteen 
been proposed and ratified? (4) The organization and admission of 
new States; Constitution, Art. iv, Sec. 3. (5) What is meant by 
broad and strict construction? What the doctrine of implied pow- 
ers'^ Does the doctrine now obtain? (Bryce, American Common- 
wealth i 378-382; abridged edition, 263-265.-Hinsdale, American 
Government, 232.) (6) In connection with Jay's treaty, study how 
treaties are made and ratified. See Constitution, Art. 11, Sec. -; 
Hinsdale, American Government, 270-273. (7) Is a Cabinet pro- 
vided for in the Constitution? How did it arise? 

Further Topics. 

(I) The mint. (2) The postal service. (3) Newspapers. (4) Demo- 
cratic societies. (5) The whisky insurrection. (6) Anthony Wayne 
and the battle of Fallen Timbers. (7) Indian wars, Roosevelt, Wiiv 
ning of the West. (8) Wliy did the British retain the Western posts? 
When did they give them up? (9) Criticisms of Jay's treaty. (10) 
What were Washington's great services during his Presidency? 

(II) W^as it natural and inevitable that there should be differences 
of opinion as to the meaning of the Constitution? (12) For what 
principles did the Republicans stand? See if you can discover the 
foundation difference between the Federalists and the Republicans. 
(13) On what did the first political parties split? (14) The neu- 
trality proclamation and attitude toward foreign affairs. (15) First 

- National Bank. (16) The seat of government. (17) The President's 
title. (18) Appointments to Federal offices. (19) Genet's mission. 
(20) Influence of French Revolution in America (see McMaster, His- 
tory, ii, table of contents). (21) Name as many causes as you can 
to account for friction with Great Britain. 



FEDERAL SUPREMACY 29 

Administration of John Adams 
The teacher will emphasize the Federalist folly in passing the 
Alien and Sedition laws, the downfall of the Federalists in 1800, the 
work they had accomplished, and the character of the new party 
that came into power in 1801. 

Difficulties with France. 

Schouler, i, 344-351, 373-392, 404-411, 420, 430.— McMaster, ii, 319- 
325, 367-370, 430-434.— Magruder, John Marshall, 101-161 (iutevest- 
ing).— Laloi-'s Cyclopaedia, iii, 1122-1127.— Hildreth, v, 125-159, 202- 
204.— Morse, John Adams, 278-304 (best short account).— Gordy, 
Political Parties, i, 265-312. 

Alien and Sedition Laws. 

MacDonald, Documents, 135 (contains acts). 

Virginia and Kentucky Resolutions. 

An exceedingly difl3cult subject. It is at least doubtful whether 
MadisoD and Jefferson meant what Calhoun afterward thought 
they meant— viz., forcible nullification and the right of secession. 
Resolutions are in American History Leaflets, No. 15, and Mac- 
Donald, Documents, 148. 

Condition of the Country, 1800. 

See McMaster, chap, x.— Henry Adams, History of the United 
States, vol. i, chap. i. Adams's History in nine volumes covers 
period from 1801 to 1817. It is a very able work, but more useful 
for teacher than pupils. 

Topics. 

(1) Look up method of electing President as it was in 1800 and 
now. (Hinsdale, American Government, 251-263.— Fiske, Civil 
Government, 224-2.36.) (2) What is the Xlth Amendment? When 
was it adopted? (3) The Sedition law and the first amendment to 
the Constitution. (4) Did the Federalists have any excuse for pass- 
ing the Alien and Sedition laws? (5) The city of Washington. Look 
up control of Congress over the District of Columbia. (6) What 
term of residence is now required before aliens can be natural- 
ized? What do you mean by naturalization? (7) War in 1798 (Mc- 
Master, ii, 432^75). (8) The election of 1800. (9) Were the Alien 
and Sedition laws enforced? (10) Northern opinion of Virginia 
. Resolutions (Hart, American History, iii, 329). (11) What does the 
Constitution say about trials and arbitrary arrests? (12) The XYZ 
affair (for the correspondence, see Hart, American History, iii, 
,822-327; Source Book, 191). (13) Adams's popularity in 1798 (Hart, 
American History, iii, 318, 327). (14) Break-up of Adams's cabinet. 

(15) Point out some of the causes for the fall of the Federalists. 

(16) What good work had the Federal party accomplished? 



30 TEACHING AMERICAN HISTORY 

CHAPTER XII 

REPUBLICAN SUPREMACY 

Administration of Thomas Jefferson 

General References. 

In addition to those in History of tlie American Nation, 275; Gay, 
James Madison, cliaps. xvi, xvii.— Bryant and Gay, iv, 145-180.— 
Stevens, Albert Gallatin, 176-305.— Adams, John Randolph, 48-238.— 
Gilman, James Monroe, chap, iv.— Shepard, Martin Van Buren, 
chap, i.— Hildreth, v, 419-685; vi, 25-148.— On the character, etc., 
of the Republicans, see Stanwood, History of the Presidency, 
74-79.— Gordy, Political Parties, i, chaps, xxii-xxviii.— Hart, Amer- 
ican History, iii, chap. xvi. 

Louisiana. 

Very full account in Adams, ii, 25-135. See McMaster, ii, 625-635. 
Read at least Hinsdale, How to Study and Teach History, 258-267. 
See Gilman, Monroe, 84-86.— Lalor, Cyclopjedia, title. Annexa- 
tions.— Morse, Thomas Jefferson, 230-253.— Roosevelt, Winning of 
the West, iv, 258-286.— Gordy, Political Parties, i, chap, xxv.— Hart, 
American History, iii, chap, xvii; Source Book, 200.— Hosmer, 
Mississippi Valley, chap, vi.— The treaty is in MacDonald's Docu- 
ments, 160. Try to mark out bounds carefully on map. Notice 
that the Republicans had Interpreted the Constitution broadly. 

The Courts. 

Magruder, John Marshall, 181-185.— Adams, History, ii, 145-147.— 
Landon, Constitutional History and Government of United States, 
Lect. X, xi.— See Bryce, American Commonwealth, i, chap, xxiii 
(discusses power of declaring law unconstitutional, a difficult ques- 
tion). 

Impeachments. 

Have pupils look up method of impeachment when studying im- 
peachment of Judge Chase. Constitution, Art. I, Sec. 2, § 5, and 
Art. I, Sec. 3, § 7, 8. How many persons have been impeached in 
our history? (Hinsdale, American Government, 170-175). 

Troubles with England and France. 

Excellent short accounts in Hart, Formation.— Channing, The 
United States of America, 174-181.— Walker, Making of Nation, 
190-204.— See also Gay, Madison, chnp. xvi.— Morse, Jefferson, 28(>- 
320.— Lalor, Cyclopaedia, ii, 79-85.— Gordy, History of Political Par- 
ties, i, chap, xxix-xxxv.— Hart, American History, iii, chap, xviii; 
Source Book, 202, 209. The embargo can be studied from the 
. above references, and see also McMaster, Schouler, Adams. Use 
index. MacDonald, Documents, 176, gives Embargo Act. 

Topics and Questions. 

(1) Jefferson's inauguration. What were his fundamental princi- 
ples? Read and discuss his inaugural. (2) The constitutionality 



REPUBLICAN SUPREMACY 31 

of the annexation of Louisiana. (Story, Commentaries, sees. 1283- 
1285; Adams, ii, cliap. iv.) Wliy did tlie New England Federalists 
oppose treaty? (3) Wliy did tlie Western people desire the mouth 
of the Mississippi? Study the map. (4) Survey and division of 
Western lands into townships, sections, etc. (McMaster, iii, 104; 
Fiske, Civil Government, 81). (5) The character of John Marshall. 

(6) Has the Supreme Court in your State the power of declaring 
a law void? What is the value of having a court with this power? 

(7) Efforts to enforce the embargo. (8) Jefferson's gunboats. (9) 
Impressment of seamen. (10) Do nations now hold that a man can 
not expatriate himself? (11) How were the Republicans interpret- 
ing the Constitution, broadly or strictly? (12) Lewis and Clark 
(see Old South Leaflets, No. 44). (13) Does it seem to you that the 
Republican method of conducting the government was different 
from the Federalist? (14) Midnight appointments. (15) Jefferson 
and Marshall. (10) Burr conspiracy. (17) Barbary wars. (18) 
Cumberland Road. (19) Gallatin. (20) John Randolph's character 
and influence. (21) Political objections to the annexation of Louisi- 
ana. (22) Trace the boundaries of the ceded territory, and show 
where there were later disputes. (23) West Florida. (24) British 
argument for impressment. (25) Leopard-Chesapeake affair. (26) 
An instance of impressment (Hart, American History, iii, 385; 
Source Book, 194). (27) Effect of embargo on America, on France 
and England. 

Administration of James Madison 

Teacher will endeavor to show how it happened that the United 
States finally took up arms after trying for many years to keep 
out of war. He will be helped by the short statements in Hart, 
Formation, 199-209 ; Walker, :Makino- of the Nation, chap. xi. By 
use of table of contents of larger histories valuable topics can be 
easily obtained. 

The Young Republicans and their Influence. 

McMaster, History, iii, 427-438.— Schurz, Henry Clay, i, chap, v 
(an excellent history from 1810-1850).— Von Hoist, Calhoun, 15-25.— 
Discussed at length in Adams, History, vi, 122-176. 

War. 

The text of History of the American Nation seeks to bring out 
only main movements. The teacher will be sure that strategy of 
the war is understood before battles in detail are discussed; see 
Hinsdale, How to Study and Teach History, chap. xix. By use of 
table of contents of McMaster and Adams interesting narratives of 
the battles can be found. Naval battles are entertainingly dis- 
cussed in these volumes; also in Roosevelt, Naval War of 1812; 
Maclay, History of the United States Navy, i, 305-577; Barnes, 
Naval Actions of the War of 1812; Abbot, Bluejackets of 1812.— 
Sources on war and treaty; Hart, American History, iii, chap, xix; 
Source Book, chap. xiii. 



32 TEACHING AMERICAN HISTORY 

Treaty. 

Schurz, chap, i, 102-126.— Morse, John Quincy Adams, 77-98 (an 
intensely interesting book).— Stevens, Gallatin, 305-339.— Treaty in 
MacDonald, Documents, 192. 

Federal Opposition. 

McMaster, iv, 192-194, 226, 247-252.— Schouler, ii, 355-357, 368-370, 
418-430.— MacDonald, Documents, 198. (Gives report of Hartford 
Convention.) 

Results of the War. 

Hart, Formation, 220-222.— Walker, Making of Nation, 250-254.— 
Schouler, ii, 444. 

Questions and Topics. 

(1) Economic effect of the embargo (McMaster, iii, 412^15), (2) 
"J'he gerrymander. (3) The Henry Letters. (4) The privateers. 
(5) The Constitution and the Guerriere. Why does Adams say the 
victory raised America to the rank of a first-class power? (6) How 
is war declared? (Constitution, Article I, sec. 8, § 11, 12, 14, 15, 16). 
(7) What is the power of the President in war? (Constitution, Arti- 
cle II, Sec. 2). (8) Compare Hartford Convention Report with Vir- 
ginia Resolutions of 1798. (9) Was the war justified by results? 
(10) Condition of the country (McMaster, iii, chap. xxii). (11) De- 
velopment of the country since Revolution (McMaster, iii, chap, 
xxii; especially 481-491). (12) What was the battle of Waterloo? 
When fought? (13) Why is Henry Clay called " the first great 
Speaker "? Study the Speaker's oflice as it is to-day. (See History 
of the American -Nation, 516; Wilson, Congressional Government; 
B'ollet, The Speaker of the House of Representatives.) (14) " The 
Star-Spangled Banner." (See Hart, American History, iii, 421.) (15) 
What was the most important question decided by the war? 



CHAPTER XIII 

political and industrial reorganization 

Administration of James Monroe 

Migration to the West. 

Excellent account, Higginson, chap. xvii. But see especially Mc- 
Master, chap, xxxiii. See also Roosevelt, Thomas H. Benton, 
chaps, i and ii.— McLaughlin, Lewis Cass, chap, iv.— Cooley, Michi- 
gan, chap, x.— Shaler, Kentucky, 172-184.— King, Ohio, 320-346.— 
Hinsdale, Old Northwest, chap, xx.— Hosmer, Mississippi Valley, 
chap, vii.— Wilson, Division and Reunion, chap, i.— Morse, Lin- 
coln, i, 20-34.— Nlcolay and Hay, Lincoln, i, chap, iii and passim.— 
Hart, American History, iii, chap, xxi; Source Book, 231, 237, 
240.— Phelan, Tennessee, chaps, xxvi-xxxii. 



POLITICAL AND INDUSTRIAL REORGANIZATION 33 

Slavery Extension. 

Bring out fact clearly of migration westward in parallel lines of 
two distinct systems of industry. Hinsdale, How to Study, etc., 
chap, xxii.— Lalor, Cyclopaedia, rubric Slavery.— Schouler, iii, 134- 
14G,— Scliurz, Clay, i, 172-178.— Burgess, Middle Period, chap. iii. 

Missouri Compromise. 

Schurz, i, 178-202 (excellent and readable).— Burgess, Middle 
Period, chap, iv (constitutional; somewhat technical).— Higginson, 
Larger History, 393.— McMaster, iv, 570-600.— Schouler, iii, 155- 
171.— MacDonald, Documents, 219.— Roosevelt, Benton, 38-40.— Hart, 
American History, iii, 452, 455; Source Book, 234. 

Monroe Doctrine. 

Oilman, Monroe, chap, viii.— Morse, J. Q. Adams, 130-137.— Schou- 
ler, iii, 255-277.— Burgess, Middle Period, 125-128.— American His- 
tory Leaflets, No. 4.— Old South Leaflets, No. 56.— MacDonald, Doc- 
uments, 228.— McMaster, History, v, 28-54.— McMaster, With the 
Fathers, 1-55.— Hart, American History, iii, chap, xxii.— Hill, Lib- 
erty Documents, chap. xx. 

Topics and Questions. 

(I) The beginning of the Erie Canal. (2) Jackson's attack on Flor- 
ida. (3) The American Colonization Society. (4) Was the clause 
in the Missouri Constitution excluding free negroes constitutional? 
(Constitution, Article IV, Sec. 2, § 1.) (5) The Holy Alliance. (6) 
Was Monroe's statement a doctrine when issued? (7) Find previ- 
ous announcements of principles that embrace part of the Monroe 
Doctrine (see Oilman's Monroe). (8) Mark out on map the line of 
1S19-'21, and the line of 1818 with England. (9) Causes of growth 
of western movement. (10) Characteristics of the frontiersman. 

(II) Influence of steamboats on migration. (12) Compare the char- 
acter of this migration with that of the original colonial settlers. 
(13) Western land companies. (14) Schools and churches in the 
West. (15) Second National Bank. (16) Annexation of Florida. 
(17) Clay and Jackson. (18) Russia on the northwest coast. (19) 
South American Revolutions. (20) Bolivar. (21) Recent applica- 
tions of Monroe Doctrine. 

Administration of John Quincy Adams 
Railroads. 

Good short statement in Encyclopaedia Americana, iv, 296. See also 
Schouler, iv, 125-131.— Hart, American History, iii, chap, xxv.— 
Internal Improvements, Hinsdale, How to Study, etc., chap, ii.— 
Burgess, Middle Period, 14, 116, 155, 166.— McMaster, History, iv, 
410-429.— Schurz, Clay, i, 141-146.— Hart, American History, iii, 
436. 

The Tariff. 

Taussig, Tariff History of United States. 68.— Lodge, Daniel Web- 
ster, 154-176.— Burgess, Middle Period, 157-174.— Schouler, iii, 420- 
426.— Schurz, Henry Clay, i. 212, 286.— McMaster, History, iv. 319- 
350, 509-521; v, 227-267.— Lalor, Cyclopaedia, iii, 856-863.— Hart, 
American History, iii, 434. 



34 TEACHING AMERICAN HISTORY 

Topics. 

(1) Panama Congress. (2) The Antimasonic Party. (3) The open- 
ing of the Erie Canal. (4) How was the Constitution interpreted 
in this period? (5) Does the Government now spend money on in- 
ternal improvements V (6) In what clause of the Constitution is the 
power to lay a protective tariff given, if at all? (7) Arguments 
for a tariff. (8) Was there a party diA'ision on the tariff at this 
time? (9) Election of 1828. (10) Method of nominating President 
in 1828. How different from 1800? 



CHAPTER XIV 

DEMOCRACY AND SLAVERY 

Administration of Andrew Jackson 
The teacher should emphasize: (1) That the American people 
were alert and active, morally and intellectually, during this period. 
(2) How the spoils system came to be established and what its 
influence was. (3) Why the South objected to the tariff. (4) That 
State sovereignty was a doctrine used to protect slavery and its 
industrial effects. (5) Theories of Calhoun. (6) The feeling of 
nationalism at the North. (7) The speculation of the time. 

General References. 

Sumner, Andrew Jackson, 136-380 (somewhat technical).— Roose- 
velt, Benton, 69-184 (readable).— Lodge, Daniel Webster, 169-234.- 
Wilson, Division and Reunion, i, 93 (book covers period 1829-1884; 
is well written, entertaining,- and accurate).— Burgess, Middle 
Period, 166-214 (constitutional and legalistic).— Stanwood, History 
of the Presidency, chaps, xii and xiii (for the election).— Peck, Jack- 
sonian Epoch (interesting, good character sketches).— Schurz, Clay, 
i, chaps, xii, xiii; ii, chaps, xiv-xviii.— Schouler, iii and iv, and INIc- 
Master, v, have detailed accounts.— Sources in MacDonald, Docu- 
ments, 231-333.— Hart, American History, iii, part viii. 

Spoils System. 

Sumner, Jackson, 144-147.— Schurz, Clay, i, 332-337; ii, 183-184.— 
McLaughlin, Lewis Cass, 135-137.— Schouler, iii, 453-460.— Wilson, 
Division, 23, 24.— Stanwood, Presidency, 150-152.— Peck, Jacksonian 
Epoch, 123-148.— McMaster, v, 521-536.— Roosevelt, Benton, 71-77.— 
Shepard, Van Buren, 207-215.— Hart, American History, iii, 531. 

Nullification. 

Von Hoist, Calhoun, 76-106.— Lodge, Daniel Webster, 169-204.— 
Landon, Constitutional History and Government, 150-164.— Mc- 
Laughlin, Lewis Cass, 139-149.— Schurz, Clay, ii, chap, xiv.— Roose- 
velt, Benton, chap, v.— Schouler, iv, 38-41, 56-65, 85-109.— Sumner, 
Jackson, chap, x.— Lalor, Cyclopaedia, ii, 1050-1055.— MacDonald, 



DEMOCRACY AND SLAVERY 35 

Documents, 240, 2G8, and 273.— American History Leaflets, No. 30.— 
Jolinston, American Orations, i, 196.— Preston, Documents Illus- 
trative of American History.— Stedman and Hutcliinson, Library of 
American Literature, iv, 444, 464; v, 36.— Peck, Jaclisonian Epocli, 
193-214.— McMaster, v, 254-267.— Hart, American History, iii, 540, 
544. 

Bank Controversy. 

Best sliort statement in Seliurz, Clay, i, 372-383; ii, chap. xv. See 
also Roosevelt, Benton, chap, vi.— Schouler, iv, 44-52, 68-70, 130- 
173.— MacDonald, Documents, 261 (Jackson's veto).— American His- 
tory Leaflets, No. 24.— Burgess, Middle Period, chaps, ix, xii.— 
Peck, Jacksouian Epoch, 167-192, 215-245.— Wilson, Division and 
Reunion, chap. iii. 

Industrial and Social Conditions. 

Wilson. Division, 2-25.— Schouler, iv, 1-31 (especially good).— 
Cooley, Michigan, chaps, xi and xii.— Morse, Abraham Lincoln, 1, 
chaps, i-iii.— Quincj% Figures of the Past.— McMaster, History, v, 
121-175, 268-432.— Peck, Jacksouian Epoch (see table of contents).— 
Parton, Jackson, i.— Hart, American History, iii, chap, xxiii. 

Questions and Topics. 

(1) What do you mean by nullification? (2) Was the Constitution a 
stronger bond than the Articles of Confederation, if Calhoun was 
right? Summarize Webster's argument. (3) Did Jackson have a 
right to order a Cabinet oflicer to remove deposits? (4) What is 
the relation of a Cabinet officer to the President? (5) What officers 
constituted the Cabinet in the time of Jackson? What is the dif- 
ference between the English Cabinet and the American Cabinet? 
(6) What had the South to complain of in 1830-1832? (7) Did the 
Senate have a right to censure Jackson? (8) Did it have a right to 
expunge the censure? (9) Did Madison believe that the Virginia 
resolution of 1798 countenanced nullification as Calhoun used that 
word? (10) Career of Benton. (11) Read and explain Jackson's 
proclamation. (12) Study the method of nominating candidates be- 
fore 18.31 (see Hinsdale, American Government, 261-264). (1.3) What 
did the inauguration scenes (see McMaster, Parton) signify? (14) 
Visible growth of democracy, suffrage, etc. (15) Jackson's previ- 
ous political experience. (16) Character of Jackson; of Clay; of 
Calhoun (see Peck, Jacksonian Epoch; Schurz, Clay). (17) Rise of 
Whig party. (18) Occasion of Hayne- Webster debate. (19) Have 
we any system of banks under governmental control now? (20) 
Election of 1836. 

Administration of Martin Van Buren 
The teacher will dwell upon (1) the industrial condition of the 
time, and (2) the slavery question and the rise of the Abolitionists. 
The second demands careful consideration. Endeavor to point out 
the essential nature of abolitionism as a moral uprising, a protest 
against what seemed morally wa-ong and sinful, and connect it with 
other evidences of emotional and moral fervor of the time. 



36 TEACHING AMERICAN HISTORY 

Crisis of 1837. 

Shepard, Van Euren, chap, vili.— Schurz, Clay, ii, chap, xix.— 
Roosevelt, Benton, chap, ix.— Schouler, iv, 276-283.— Wilson, Divi- 
sion, 93-97.— Peck, Jaclisonian Epoch, chaps, ix-xi. 

Abolitionists. 

Bryant and Gay, History, iv, 316-350.— Morse, J. Q. Adams, 243- 
301 (struggle against the gag intensely interesting).— Julian, Life 
of Joshua R. Giddings, 45-73.— Rhodes, History of the United 
States, i, 53-75.— Grimke, William Lloyd Garrison, 1-306.— Johnson, 
Garrison and his Times, 1-120.— Wilson, Division, chap, v.— Bur- 
gess, The Middle Period, chap, xi.— W. P. Garrison and F. J. Gar-' 
rison, William Lloyd Garrison, i and ii, especially i, chaps, vi and 
xiv, and ii, chap, i.— Peck, Jacksonian Epoch, 267-288, 372-392.— 
Schurz, Clay, ii, chaps, xvii, xxi.— Schouler, History, iv, 202-229, 
296-313.— Johnston, American Orations, II, 33, 135.— Hart, Amer- 
ican History, iii, chaps, xxvi-xxviii; Source Book, chap, xv.— 
Macy, Political Parties, chap, viii.— Hart, Chase, chaps, iii, iv. 

Questions and Topics. 

(1) Antislavery petitions. (2) Work of Adams against the gag policy 
(see Morse, Adams, and Von Hoist, Constitutional History, ii). (3) 
Sketch life of Garrison to 1840. (4) Uprising against Abolitionists 
at the North (Von Hoist, ii, 96-103; Schouler, iv, 214-218). (5) 
Death of Lovejoy. (6) Establishment of the Liberty Party. (7) 
Exclusion of abolition matter from the mails. (8) What work did 
the Abolitionists accomplish? (9) Were they justified in calling 
upoh the South to " repent "? (10) Why did the South so strongly 
object to the Abolitionists? (11) What was the Nat Turner insur- 
rection? (Cooke, Virginia, 485-486). (12) Was the gag rule constitu- 
tional? What does the Constitution say of the right of petition? 
Was Congress bound to receive petitions? (13) Independent treas- 
ury system. How are public moneys kept now? (14) State banks. 
W^hat is a State bank? Have we State banks now? Can a State 
bank issue currency? (15) " Wild-Cat Money." (16) Campaign and 
election of 1840. Why did the Whigs not nominate Clay? (17) 
Wendell Phillips. (18) Whittier's work with the Abolitionists. (19) 
Abolition meeting and riots. (20) The political Abolitionists. (21) 
Methods of the Abolitionists. Their objects. Conditions of Slavery 
(Hart, American History, iii, chap. xxvi). 



Administration of Harrison and Tyler 

The most important thing to be noticed in connection with this 
chapter is how it came about that Texas was annexed to the Union, 
because the annexation of Texas was the heginning of the end. It 
was the first great evidence of the desire of the South for more 
slave territory, and it had the effect, as shown in the text, of mak- 
ing a large portion of the people of the North watchful and 
suspicious, and hostile to Southern purposes. 



TERRITORIAL EXPANSION 37 

General References. 

Ashburton treaty in MacDonald, Select Documents, 335. Map 
showing tlie northeastern controversy in Hart, Epoch Maps, No. 
11.— MacCoun's Historical Geography. Dorr's rebellion is discussed 
in Schouler, iv, 462.— Lalor, Cyclopaedia, i, 835. The anti-rent trou- 
bles in New York, Roberts, New York, chap, xxxv.— Schouler, iv, 
463^65. The electric telegraph, Schouler, iv, 469, 470. The annex- 
ation of Texas, Von Hoist, John C. Calhoun, chap, viii.— Rhodes, 
History, i, 75-8G.— Roosevelt, Thomas H. Benton, 290-317.— Schurz, 
Henry Clay, 228-274 (treats chiefly of the question of annexation 
in the elections).— Julian, Life of Giddings, 102-184; Political Recol- 
lections, 30-45.— Shepard, Martin Van Buren, 340-353.— Greeley, 
The American Conflict, i, 147-185.— Birney and his Times, 314-366. 
—McLaughlin, Lewis Cass, 196-220.— Burgess, The Middle Period, 
chap, xiii.— Bryant and Gay, Popular History, iv, 301-364, 367- 
3G9._MacDonald, Select Documents, 343.— Hart, American History, 
iii, chap. xxix. 

Topics and Questions. 

(1) The censure of Giddings. (2) What were Giddings's resolutions? 
Show that they contained a constitutional doctrine which would 
serve the antislavery men who afterward opposed slavery in the 
Territories. (See Von Hoist, History, ii, 479-48(5; Resolutions in 
MacDonald's Documents, 333.) (3) Repeal of the gag rule. (4)What 
effect did gag rule have? (5) Compare method of annexing Texas 
with method of annexing Louisiana, Florida, Hawaii. (6) The 
Amistad episode. (7) Did the Constitution recognize slavery? 
What powers did it give Congress over slavery? (8) Texas' war 
of independence against Mexico. (9) Sam Houston (Bruce, Gen- 
eral Houston. See Elliott, Houston). (10) The attitude of the 
various parties in 1844 toward annexation of Texas. 



CHAPTER XV 

TERRITORIAL EXPANSION 

Administration of James K. Polk 

It is extremely desirable that the pupil should get clearly in 
mind what the annexation of the great West involved. Notice from 
this time on every evidence of a growing antislavery sentiment 
and every evidence of the solidification of each section and the 
ground for their growing hostility. The best general references for 
the period are given in History of the American Nation, 37.5. and 
will probably prove sufficient in most cases. 

Oregon Question. 

Roosevelt, Benton, 278-289.— Schouler, iv, 504-514.— Burgess, Mid- 
dle Period, chap. xiv. Read Hinsdale, How to Study and Teach 



38 TEACHING AMERICAN HISTORY 

History, 269-273 (excellent account of essentials).— MacDonald's 
Documents, 355 (the treaty). 

Slavery Extension and Free-Soil. 

The teacher should bring out clearly (1) the position held by Pree- 
Soilers; (2) the position of Calhoun; (3) the position of the Demo- 
crats following Cass. See McLaughlin, Lewis Cass, 230-236.— 
Julian, Political Recollections.— Lalor, Cyclopaedia, iii, 281-283 
(somewhat difficult). On general subject, see Von Hoist, Calhoun, 
317-335.— Julian, Life of Giddings, 184-206.- Rhodes, History, i, 86- 
95.— Roosevelt, Benton, 318-339.— Macy, Political Parties, chap. 
vii. — Adams, C. F. Adams, chaps, v, vi.— Hart, Salmon P. Chase, 
96-114, 129-131.— Shepard, Van Buren.— Hart, American History, iv, 
35^3. 

War. 

Schouler, iv, 525-536; v, 1 61.— Bryant and Gay, iv, 369-385.— How- 
ard, General Taylor.— Wright, Scott.— Hart, American History, iv, 
chap, ii; Source Book, 271-276. 

Topics and Questions. 

(1) Trace on an outline map the boundary of the United States, 
January 1, 1845. Add Texas, Oregon, and territory acquired by 
treaty of 1848. (2) Were we justified in making war on Mexico? 
(3) The beginnings of the Free-Soil party. (4) Were the Free-Soil- 
ers right in seeking to prevent the spread of slavery? (5) What 
would have been the effect on slavery of its not being allowed to 
spread? (6) The Mormons in Utah (Schouler, iv, 311, 312). (7) Ba- 
sis of American and British claims to the Oregon Territory; Span- 
ish and Russian claims. (8) Fur traders in the Far West. (9) 
Gadsden Purchase. (10) General Fremont. (11) " Popular Sover- 
eignty "; does the Constitution say anything about the govern- 
ment of Territories? (12) Election of 1848. (13) Notice the atti- 
tude on the slavery question of the various parties in the cam- 
paign of 1848 (Stanwood's History of the Presidency). 

Administration of Tcujlnr and Fillmore 
Here, as in the preceding administration, the chief question was 
slavery or freedom in the West. The pupils should notice the de- 
sires of the South, the growing irritation, and the efforts at per- 
manent pacification in the compromise of 1850. For the period 
from 1850 to 18G4, Rhodes's History of the United States from the 
Compromise of 1850 is very useful; it is interesting, fair, trust- 
worthy. 

General Bibliography. 

Besides references on page 386 of History of the American Nation, 
see McLaughlin, Lewis Cass, chap, ix.— Lothrop. Seward, 86-122. — 

' Julian, Recollections, 69-113.— Howard, General Taylor, 348-378.— 
Julian. Life of Giddings, 258-360.- Roosevelt. Benton, 330-342.— 
Gold in California and the admission of the State, see Royce, Cali- 
fornia.— Schouler, v.— Von Hoist, History, iii, 404-409.— Bryant and 
Gay, History, iv, 387-389. 



TERRITORIAL EXPANSION 39 

Problems to be Settled. 

Schurz, Clay, ii, chap, xxvi.— Lotlirop, Seward, chap, iv.— Mc- 
Laughlin, Cass, 262-208.— Rhodes, i, 111-122. 

Compromise. 

Lothi-op, Seward, chap, v.— Schurz, Clay, ii, chap, xxvi.— Schouler, 
V, 101-167, 178-187, 190-199.— Rhodes, i, 122-198 (interesting, fair, 
and judicious).— McLaughlin, Cass, chap, ix.— Burgess, Middle 
Period, chap, xvii.— Moorfield Storey, Sumner, chap, v (in the 
Statesmen Series).— Hart, Chase, chap, v.— Macy, Political Parties, 
chap! X.— Morse, Lincoln, i, chap, iv (in the Statesmen Series).— 
MacDouald, Documents, 378-390. For the speeches, read Rhodes, i, 
123, 127, 144-107; also Lodge, Daniel Webster, 299-332.— Von Hoist, 
Calhoun.— Schurz, Clay.— Hart, Chase. See Johnston, Representa- 
tive American Orations, ii, 40-134, and Stedmau and Hutchinson, 
Library, iv, 407, 484.— Hart, American History, iv, 48-58; Source 
Book, 279. 

Reception and Effect of the Compromise. 

Rhodes, i, 194-198.— Schouler, v, 202-210.— Schurz, Clay, ii, 300-372.— 
Julian, Recollections. 

Execution of Fugitive Slave Law. 

As above, and also Burgess, chap, xviii.— Rhodes, i, 207-212, 222- 
220.— Higginson, Cheerful Yesterdays, chap, v, found also in At- 
lantic Monthly, March, 1897.- Macy, Political Parties, chap, xi.— 
Storey, Sumner (see index).— Lothrop, Seward, 98-105.— Hart, 
Chase, 103-171.— F. Douglass, My Bondage and Freedom.— Hart, 
American History, iv, chap, v; Source Book, 200, 282. 

Topics and Questions. 

(1) Character of Taylor. (2) The opponents of slavery, (fl) Gid- 
dings, (h) Chase, (c) Seward, (d) Sumner. (3) Northern sentiment 
after the compromise. (4) Southern sentiment (Rhodes, i, 190). (5) 
Under what clause of the Constitution was the Fugitive Slave Law 
passed? Was it constitutional? Was it wise? (For the act, see 
MacDonald, Documents, 385.) (0) Select and tell some story of at- 
tempted rescue of a fugutive slave (Rhodes or Higginson, Cheer- 
ful Yesterdays). (7) Mrs. Stowe and Uncle Tom's Cabin. (8) Read 
Wel)ster's 7th of March speech and tell what you ol)ject to, if any- 
thing. (9) Compare Webster's and Seward's speeches on the com- 
promise. 

Administrafion of FrcniMin Pierce 
Notice especially the comparative quiet after the compromise 
and the election, the disturbance of peace by the repeal of the 
Missouri Compromise. Point out that popular sovereignty meant 
in reality a contest of strength, and why the North must win; 
then the consequent irritation of the South, and secession. 

Foreign Affairs. 

Rhodes, i, 410-419; ii, l-24.-Schouler, v, 130, 253-255, 274-270, 296- 
299. 



40 TEACHING AMERICAN HISTORY 

OsTEND Manifesto. 

American History Leaflets, No. 2.— MacDonakl, Documents, 405.— 
See also Wilson, Division, 180.— Schouler, v, 311-314.— Rliodes, ii, 
38^4 (especially good). 

Kansas-Nebraska Bill. 

Spring, Kansas, chaps, i, ii.— Burgess, Middle Period, chap, xix.— 
Rhodes, ii, 424-490.— Schouler, v, 279-292.— Lothrop, Seward, chap, 
vii.— Roosevelt, Benton, 349-355.— Wilson, Division, 182-185. Por- 
tions of the speeches can be read in Rhodes. See also American 
History Leaflets, No. 17; and MacDonakl, Documents, 395-403.— 
Macy, Political Parties, 184-19G.— Hart, Chase, 133-146.— Moorfield 
Storey, Sumner, chap, vii.— W. G. Brown, Stephen A. Douglas.— 
Johnston, Orations, ii, 183-255.— Hart, American History, iv, 97; 
Source Book, 284. 

Republican Party. 

McLaughlin, Lewis Cass, 294-304.— Lothrop, Seward, chap, viii.— 
Wilson, Division, 187-188.— Rhodes, ii, 45-48, GG-68, 92-93, 118-120.— 
Stanwood, Presidency, chap, xx.— Macy, Political Parties, chap, 
xiii.— Schouler, History, v, 301-304, 349-357.— Hart, Chase, 146-177.— 
Julian, Giddings, chap, xi.— Birney, J. G. Birney and his Times, 
chaps. XX, xxviii, xxix. 

Know-Nothing Party. 

Rhodes, ii, 50-57.— Schouler, v, 304-307.— Lothrop, Seward, 146-148.— 
Lalor, Cyclopaedia, i, 85.— Macy, Political Parties, 77-80, 177-182, 
203, 225.— Schouler, History, v (see index).— Storey, Sumner, 123, 
128. , 

Struggle in Kansas. 

Spring, Kansas (very interesting).— Rhodes, ii, 78-87, 98-107, 130- 
131, 150-168.— Burgess, Middle Period, chap, xx.— Lothrop, Seward, 
chap, ix.— Dawes, Charles Sumner, chap, ix.— Bryant and Gay, iv, 
408-413.— Eli Thayer, The Kansas Crusade.— Lalor, Cycloptedia, ii, 
664-667.— Macy, Political Parties, chap, xi v.— Storey, Sumner, 131- 
138, 156.— Hart, American History, iv, chap, vi; Source Book, 287. 

Speeches for this whole period are given considerable space in 
Johnston's Representative American Orations, or Johnston and 
Woodbnrn's, vols, ii, iii. By reading these speeches the opinions on 
both sides can be gained. It may be "well to assign different speeches 
to different members of the class for reports. 

Topics and Questions. 

'1) The organization of the Republican party. (2) Stephen A. Doug- 
las. (3) Contents of Ostend Manifesto. (4) The " Black Warrior." 
(5) Compare the arguments of Chase and Douglas on the Kansas- 
Nebraska bill (Johnston and Woodburn, iii). (6) Did the compro- 
mise of 1850 of itself repeal the Missouri Compromise? Were they 
antagonistic? (Speeches as above, and Rhodes, i, 444-452.) (7) 
What was the effect of the repeal? (8) Annexation of Cuba, Lopez 
expedition. (9) Why did the Republican party gain strength so 



TERRITORIAL EXPANSION 41 

rapidly? (10) What was the " Appeal of the Independent Demo- 
crats "? (11) Political etfect of assault on Sumner. (12) Why did 
North win in Kansas struggle? (13) John Brown in Kansas. (14) 
Conduct of elections in Kansas. (15) What doctrine of slavery ex- 
tension did Kansas struggle vividly illustrate? 

Administration of James Buchanan 
The pupils should be asked to review the preceding twenty years, 
and mark the growing irritation of the South and the gradual 
growth of antislavery sentiment at the North. If all else is for- 
gotten, they must understand why the South seceded. Notice 
therefore the antagonism between free and slave institutions. No- 
tice that the Southern leaders believed that the North was seeking 
forcible emancipation. 

General References. 

Julian, Political Recollections, ir.S-180.— Burgess, Middle Period, 
449-474.— Blaine, Twenty Years in Congress, i, 138-215.— Hart, 
Chase, chap, vi.— Macy, Political Parties. Of all the longer ac- 
counts, Rhodes will be found the most useful. Use table of con- 
tents for material, all of which is readable. 

Dred Scott Case. 

Burgess, Middle Period, chap, xxi.— Morse, Abraham Lincoln, i, 
103, 104.— Lothrop, Seward, 181-180.— Schouler, v, 376-381.— Amer- 
ican History Leaflets, No. 23 (extracts from decision).— MacDonald, 
Documents (extracts from decision).— Rhodes, History, ii, 249-271.— 
Macy, Political Parties, chap, xvi.— Hart, American History, iv, 
122-136; Source Book, 290.— Hill, Liberty Documents, chap. xxi. 

Personal Liberty Laws. 

Lalor, Cyclopaedia, iii, 162.— Rhodes, ii, 73-77.— Scliouler, History, 
V (see index).— Storey, Sumner, 118-122, 125-127.— Hart, American 
History, iv, 93. 

Underground Railroad. 

Rliodes, ii, 74-76.— Siebert, Light on the LTnderground Railroad, in 
the American Historical Review, vol. i. No. 3.— Siebert, Under- 
ground Railway.— Hart, American History, iv, 80, 91. 

Final Struggle in Kansas. 

Lalor, Cyclopaedia, ii, 666.— Lothrop, Seward, 186-208.— Burgess, 
Middle Period, chap, xxii.— Rhodes, ii, 237-240, 270-278.— Storey, 
Sumner, 165-170. 

Industrial Conditions North and South. 

Hinsdale, How to Study and Teach History (a very valuable state- 
ment).— Rhodes, i, 303-384; iii, 1-114.— Von Hoist, History, i, chaps, 
ix, x; iii, chap, xvii.— Lalor, Cyclopaedia, iii, 728-732.— Hart, Prac- 
tical Essays in American Politics, " Why the South was defeated 
in the Civil War."— Cairnes, The Slave Power.— Wright, Industrial 
Evolution of the United States, 150-153.— Hart, American History, 
iv, 59. 



42 TEACHING AMERICAN HISTORY 

Lincoln-Douglas Debates. 

Morse, Lincoln, i, chap, v.— Rhodes, ii, 308-343.— Stedman and 
Hutchinson, Library, vi, 470.— Johnston and Woodburn, Orations, 
iii, 168-195.— Schouler, v, 410-415.— Macy, Political Parties, 262- 
275.— Burgess, Civil War and the Constitution, i, 19-27.— Brown, 
Douglas.— Hart, American History, iv, 136; Source Book, 291. 

The Election of 1860. 

Morse, Lincoln, i, chap, vi.— Lothrop, Seward, chap, xi.— Rhodes, ii, 
440-500.— Stanwood, Presidency, chap, xxi (read if possible).— Macy, 
Political Parties, chap, xxi.— Burgess, Civil War, 1, chaps, ii, iii.— 
Schouler, History, v, 4.54-471.— Hart, Chase, chap, vii.— Storey, 
Sumner, chap, x.— Brown, Douglas.— Hart, American History, iv, 
chap. viii. 

Process of Secession. 

Moi'se, Lincoln, i, chap, vii.— Schouler, v, 471-480.- Lalor, Cyclo- 
p:edia, i, 566; iii, 698-701.— Scribner, History of the United States, 
iv, 435-460 (same as Bryant and Gay, but from opening of civil 
war enlarged and revised).— Pollard, Lost Cause, chaps, i, ii.— 
Jefferson Davis, Confederate Government, i, 57-85, 200-226.— Mae- 
Donald, Documents, 441 (Ordinance of South Carolina).— American 
History Leaflets, No. 12.- Macy, I'olitical Parties, chap, xxii.— 
Burgess, Civil AVar, i, chap, iv.— Rhodes, Histor.y, iii, chaps, xiii, 
xiv. -Lothrop, Seward, chap, xii.— Storey, Sumner, chap, xi.— 
Adams, C. F. Adams, chap, viii.— Hart, American History, iv, 
chaps. X, xi. 

Constitutional Theories. 

American History Leal3ets, No. 30.— Hinsdale, American Govern- 
ment, 247, 347.— Ropes, Story of the Civil War, i, 12. For Southern 
views read Davis, Confederate Government, i, part i.— Pollard, The 
Lost Cause, chap. i. For speeches on both sides, see Johnston and 
Woodburn, Representative Orations, iii, 230-.329.— Burgess, Civil 
War, i, 74-82.— Rhodes, History, iii, 215.— Lalor, Cyclopaedia, i, 61; 
iii, 693, 788.— Hart, American History, iv, chap. ix. 

Topics and Questions. 

(1) Are the principles of the Dred Scott case now in force? (XlVth 
Amendment.) (2) Character of John Brown. What was he trying 
to accomplish? Were his means justified? (3) What was Helper's 
"Impending Crisis"? (4) Why, in your opinion, did the South secede? 
Read especially speech of Davis (Johnston and Woodburn, iii, 320). 
(5) State clearly the purposes of the Republican party. (6) Was 
their platform legal if the Dred Scott case was sound? (7) What 
were some of the efforts at compromise, 1860-1861? (8) Can you 
state in a few words the constitutional theory of the South? (9) 
Effect of Dred Scott decision on unity of Democratic party. (10) 
What was the argument of the Republicans in refusing to abide 
by the Dred Scott decision? (11) Were the Personal Liberty laws 
constitutional? What was the objection of the South to them? 
(12) Attitude of the South toward any study of slavery question 
and conditions (see Burgess). (13) Buchanan's action upon seces- 
sion. How could his main argument be answered? (14) The new 



SECESSION AND CIVIL WAR 43 

leaders: Douglas, Davis, Lincoln (see Burgess), Compare tlieir 
positions. (15) Tlie split in the Democratic party, 1860. (16) In- 
fluence of Lincoln-Douglas debate in crystallizing issues. (17) Wtiat 
was tlie " Freeport Doctrine"? (18) Compare enunciations of the 
party platforms of 1860 on slavery. (19) Organization and con- 
stitution of Confederacy. 



CHAPTER XVI 

SECESSION AND CIVIL WAR 

Administration of Abraham Lincoln 

Political Events. 

Best short statement in Morse's Lincoln, or in Lothrop's Seward.— 
Hart's Chase, Adams's C. F. Adams, and McCall's Thaddeus Ste- 
vens are helpful. Full accounts, covering the period, are given in 
Rhodes, vols, iii, iv; Schouler, vol. vi; and Burgess, Civil War, 2 
vols. Very full statement in Nicolay and Hay's Lincoln.— Blaine, 
Twenty Years in Congress, i, 279-602.— Wilson, The Rise and I*^all 
of the Slave I'ower, iii, 147-562.— Chittenden, Recollections of Lin- 
coln.— Julian, Political Recollections, 181-259.— McCulloch, Men and 
Measures, 151-210. For the West in the war, see Hosmer's Missis- 
sippi Vallej', chap. ix. See also histories of individual States. 
For documents and contemporary writings, see American History 
Leaflets, No. 18.— Old South Leaflets, No. 11.— Stedman and 
Hutchinson, v and vi.— Hart, American History, iv, chap, xii and 
parts v and vi; Source Book, chap, xviii.— Hill, Liberty Docu- 
ments, chap. xxii. 

Military Events. 

The purpose of the chapter in the History of the, American Nation 
is to give only the main strategy of the war. The pupil should be 
led to see the main movements; then he can study battles. After 
studying the course of one year in the text-book, amplify it by the 
study of such a book as Dodge's Bird's-eye View of the Civil War 
(an excellent statement of chief strategic movements). Then oiie 
can amplify still further by reading narratives of battles in such 
books as The Battles and Leaders of the Civil War. The teacher 
will, of course, use the maps constantly, and have the pupil see 
how and why a battle occurred where it did. Most helpful for 
military events, after Dodge or Rossiter Johnson's Short History, 
are Mahan, Admiral Farragut.— Church, U. S. Grant.— Cooke, Robert 
E. Lee.— Coffin, Drum-Beat of the Nation, Redeeming the Republic, 
Marching to Victory, Freedom Triumphant.— White, Robert E. Lee. 
—Lives of Grant, Farragut, Jackson, Lee, in Beacon Biographies. 
See also lives in Great Commanders Series. Full accounts of mili- 
tary events are also given in Rhodes, Schouler, and Burgess. Pos- 
sibly use can be made in some classes of Grant's Memoirs or of 
Sherman's Memoirs. 



44* TEACHING AMERICAN HISTORY 

Topics and Questions. 

(1) Had the South been wronged? (2) What was the real underlying 
cause of the warV (3) Did the North at first take up arms to free 
the slaves? (4) What is meant by belligerency, and what is the 
effect of acknowledgment of belligerency? Was England justified? 
(5) Read Lincoln's inaugural and outline his position on important 
matters. (6) The Trent affair. (7) Write an account of the battle 
between the Monitor and the Morrimac. (8) What were the green- 
backs? (9) The work of the Sanitary and Christian Commissions 
(Appletons' Annual Cyclopaedia). (10) Read Emancipation Proc- 
lamation and tell its contents (Old South Leaflets, No. 11). (11) 
What is a writ of habeas corpus? (See Constitution, Article I, 
Sec. 9, § 2; Hinsdale, American Government, 237-239.) (12) What 
is the Xlllth Amendment? (13) What was Lincoln's constitutional 
argument for carrying on the war? (14) Creation of the State of 
West Virginia. (15) What powers, in time of war, does the Con- 
stitution give the President? Did Lincoln exceed these? Did he 
exceed the powers given him by Congress? Were the powers given 
him by Congress constitutional? (16) Drafts in the North. (17) 
Military arrests in the North. (18) What was the result of the war 
as regards constitutional interpretation? 



CHAPTER XVII 

POLITICAL AND SOCIAL RECONSTRUCTION 

Administration of Andrew Johnson 

It is doubtful if the teacher should lead the pupil to a consid- 
eration of the theories of reconstruction. A good statement is in 
Lalor, Cyclopaedia, rubric " Reconstruction." For the whole period, 
Lothrop's Seward; Merriam, The Life and Times of Samuel Bowles; 
Julian, Recollections; Scribner, History, v, chaps, xix, xxi, are 
most serviceable. Hart, Chase, chaps, xiii-xv; Storey, Sumner, 
chaps, xviii-xxi; Bancroft, William H. Seward, vol. ii; McCall, 
Stevens, chaps, xiii-xix; Hart, American History, iv, part vii; and 
especially Burgess, Reconstruction and Constitution, will all be 
helpful. 

One of the best ways to get information is to use Lalor, Cyclo- 
paedia, under rubrics of Southern States — e. g.. South Carolina, 
Louisiana, Mississippi, etc. Read also Herbert and others, Why 
the Solid South?; Pike, The Prostate State; White, Robert E. Lee 
and the Southern Confederacy. A vast amount of original mate- 
rial is gathered in McPherson, History of Reconstruction, but it is 
too difficult for any but very advanced students. Especially good 



POLITICAL AND SOCIAL RECONSTRUCTION 45 

are speeches in Johnston and Woodburn, Representative Orations, 

iv, 129-188. 

Fourteenth Amendment. 

This deserves special study. Compare with first ten amendments, 
which were limitations on power of National Government only. 
See Hinsdale, American Government, 362-3G8, and Hill, Liberty- 
Documents, chap, xxiii. Study each part of the first section. The 
second section has never been enforced. 

Impeachment. 

Lalor, Cyclopaedia, ii, 482.— McCnlloch, Men and Measures, 392- 
400.— Dawes, Charles Sumner, chap, xxiii.— Storey, Sumner, chap, 
xix.— McCall, Stevens, chap, xviii.— Burgess, Reconstruction and 
Constitution. Look up impeachment in the Constitution. 

Topics and Questions. 

(1) Is there anything said in the Constitution about reconstruction? 
What is meant by reconstruction? (2) Character of Andrew John- 
son. (3) The Atlantic cable. (4) Maximilian. (5) See if you can 
find out why the first section of the XlVth Amendment is to-day very 
important. Ask a lawyer. (6) Thaddeus Stevens. (7) Was it wise 
to give the negroes the suffrage? (8) Why did the Republicans de- 
sire to remove President Johnson? (9) Conditions in the South 
(Hart, iv, chap, xxiii). (10) Carpet-Bag Government (Hart, iv, 497). 
Military Government. (11) The Ku-Klux (Hart, iv, 495). (12) Cause 
of passage of XlVth Amendment. 

Administration of TJhjsscs S. Grant 

The main headings are : ( 1 ) Foreign relations. The teacher will 
dwell upon the treaty of Washington. (2) The gradual process of 
moral reconstruction, the gradual disappearance of enmity between 
the sections. The liberal movement of 1872 deserves attention as 
the beginning of a reorganization and reshaping of political ele- 
ments at the North. (3) Corruption in the civil service and efforts 
at betterment. It is somewhat difficult to get abundance of read- 
able matter on this period. 

The most readable books are Church, U. S. Grant.— Julian, Political 
Recollections.-Merriam, Life of Bowles.— Scribner's Popular His- 
tory, V, 402^61.— Wilson, Grant.— Storey, Sumner, chaps, xxii- 
xxv.-Adams. C. F. Adams, chap, xix.— Hart, American History, iv, 
501, 504, 550, 557; Source Book, 352-.3G0.-Longer accounts in 
Blaine, Twenty Years.— Cox, Three Decades. (Julian and Mer- 
riam sympathize with liberal movement; Blaine is Republican, Cox 
Democratic.) Stanwood, Presidency, gives full accounts of the 
election (see chaps, xiv and xxv).— Use Lalor's Cyclopaedia as be- 
fore under rubric " Louisiana," " Florida," " South Carolina," " Ku- 
Klux-Klan," " Whisky Ring." " Credit Mobilier," etc.— Much valu- 
able material in Andrews, History of the Last Quarter-Century, 
fully illustrated.— Original material in Hinsdale, Works of James 



46 TEACHING AMERICAN HISTORY 

A. Garfield.— Pierce, Memoir of Sumner.— Bigelow, Works of Sam- 
uel J, Tilden.— Appletons' Annual Cyclopaedia. Most of the original 
material is hard to handle. 

Topics. 

(1) Horace Greeley. (2) What caused the panic of 1873? What other 
financial troubles are mentioned in the course of the history? (3) 
Review the causes of the Alabama troubles. (4) How many times 
have you found that England and the United States settled con- 
troversies without war? (5) The Geneva arbitration. (6) Indian 
wars. (7) Election disturbances in South. (8) Tweed ring. (9) 
Causes of reaction against Republicans, 1872-1876. (10) Election 
of 1876. 



CHAPTER XVIII 

THE NEW NATION 

Administration of Rutherford B. Hayes 

General Statement. 

Besides references in History of the American Nation, 505, see 
especially Scribner, History, v, chap, xxiv; and Audi'ews, History 
of the Last Quarter Century. 

Monetary Questions. 

J. Sherman, Recollections, i, 507-549; ii, 636-600 (difficult).— Scrib- 
ner, History, v, 486.— Appletons' Annual Cyclopaedia for 1878, 1879, 
1880.— Johnston and Woodburn, Orations, iv, 296-329. 

Topics and Questions. 

(1) Was Hayes wise in withdrawing troops from the South? (2) 
Was he wise in vetoing riders? (,3) What was the demonetization 
of silver? (4) The Bland-Allison act? (5) What is bimetalism? (6) 
Industrial troubles. (7) Greenback party. (8) Chinese Immigration 
question. 

Administrations of Garfield and Arthur 
Garfield. 

Hinsdale, Republican Campaign Text-Book for 1880.— J. R. Lowell, 
Democracy and Other Addresses, 43. 

Civil-Service Appointments. 

Fiske, Civil Government, 261-264.— Wilson, Congressional Govern- 
ment, 236, 237.— Lalor, Cyclopaedia, i, 484, 485.— Bryee, American 
Commonwealth, 3d ed., i, 61-64.— Andrews. Last Quarter Cen- 
tury.— Moore, American Congress, 476-478.— Scribner, History, v, 
522.— Speeches in Johnston and Woodburn, Orations, iv, 367. See 
also Stanwood, Presidency, chap, xxvii. 

Topics and Questions. 

(1) When was the spoils system established? (2) What does the 
Constitution say about succession to the presidency? (3) See if you 



THE NEW NATION 4Y 

can find out how many offices in the United States Government are 
now filled through competitive examination. (4) What are sup- 
posed to be the advantages of the merit system? (5) Assassination 
of Garfield. (6) Civil Service reform. (7) Election of 1884. 

First Administration of Grover Cleveland 

References for the period since 1885 are not easy to give, as the 
events have not yet been systematically treated in an historical 
manner. Nearly all the larger and more systematic histories of the 
country stop short of recent times. Neither is it feasible to dis- 
tinguish general authorities from contemporary accounts, as all 
accounts of a time so recent are contemporary. 

Many valuable articles relating to the history of the United 
States during this period will be found in the leading magazines. 
For a general index to reviews and magazines, see Poole's Index. 
Magazines and newspapers, though difficult to use, are of indis- 
pensable importance. The newspaper almanacs, such as those of 
the New York Tribune and New York World, are very useful for 
reference, particularly on statistical matters. 

Larned's History for Ready Reference, G vols., and Harper's 
Encyclopaedia of United States History, 10 vols., are useful aids 
for special topics and contain much source material. 

Short Accounts. 

Wilson, Division and Reunion, chap, xiii.— Moore, American Con- 
gress, 482-490. Longer accounts in Andrews, Last Quarter-Century, 
chaps, iv, v.— Soribner, History, v, chap, xxvii.— For political events 
see Thorpe, A History of the American People, 501-504.— Johnston, 
American Politics, chap, xxvi.— Stanwood, History of the Presi- 
dency.— Edward McPherson. Handbook of Politics.— Woodrow Wil- 
son, A History of the American People, v, 169-197.— J. L. Whittle, 
Grover Cleveland. 

Sources. 

Hart, American History, iv, 511, 518, 542. 564, 567.— Appletons' An- 
nual Cyclopaedia.- Taussig, Tariff History.— Harper's Encyclopedia 
of U. S. History, H, 206. 

New Legislation. 

Electoral Count Act (Stanwood, 415); Presidential Succession Law; 
Interstate Commerce Act (Hart, iv, 521; Forum, July, 1891); Chi- 
nese Immigration Act (Harper, vii, 292). 

Topics and Questions. 

(1) Anarchists (Wilson, v, 186-187). (2) What order of precedence 
is given to Cabinet officers by the Presidential Succession Law? 
(Stanwood. 412.— Andrews. Manual of Constitution, 162-163.— Wil- 
son, v, 181-182). (3) What did Cleveland advocate in his message 



\ 

48 TEACHING AMERICAN HISTORY 

of December, 1887? (Hart, iv, 518). (4) Objects of the American 
Federation of Labor (Wilson, v, 187). (5) Why was the Mills Tariff 
established? (Wilson, v, 192). (6) Cabinet enlarged by creation of 
new department (Andrews, Manual of Constitution, 320-321). What 
affairs are managed by this department? (7) Election of 1888 (Stan- 
wood, chap, xxviii). (8) What President signed the bill for the 
four new States of 1889? 

Administration of Benjamin Harrison 

Moore, American Congress, 490-498.— Harper, v, G-9; ix, 12.— Scrib- 
ner. History, v, chaps, xxviii, xxix, xxx.— Andrews, Last Quarter- 
Century, chaps, vi, vii.— Thorpe, History of the American People, 
504-510.— Wilson, v, 198-220.— Wallace, Life of General Benjamin 
Harrison. 

Sources. 

Hart, iv, 521, 523, 533.— MePherson, Handbooli of Politics, gives leg- 
islation to 1894, in biennial volumes.— Appletons' Annual Cyclopae- 
dia. — See also the more serious contemporary magazines.— Harper 
and Larned, as above. 

New Legislation, 

Pension Act, 1890; Sherman Act, 1890 (Forum, October, 1890); Mc- 
Kinley Bill, 1890; Act against trusts and combinations, 1890; Immi- 
gration Act, 1891 (Harper, v, G-9; vi, 447-4-50, Lodge's speech). 
For these acts consult general references above. 

Topics and Questions. 

(1) Importance and meaning of the Pan-American Congress. What 
measures did it recommend? (2) Scenes at the opening of Okla- 
homa (Wilson, V, 210-212). (3) What new sectionalism is revealed 
after 1890? (Wilson, v, 199-204). (4) Difficulties with Germany, 
Italy, Chili. How did they arise and how were they settled? (5) 
New rules for House of Representatives. (6) Thomas B. Reed and 
the Speakership. (7) What are the distinguishing features of the 
Australian ballot? (Fiske, Civil Government, 255, 266, 342, 347.— 
Century, xxxvii, 312; xxxviii, 793; xxxix, 472, 633.— Wilson, v. 195). 
(8) What was the object of the Sherman Act? (Wilson, v, 204-208.— 
Johnston, American Orations, iv, 296-366). (9) The Johnstown flood. 
(10) What is the doctrine of reciprocity advocated by Harrison? 
(Hart, iv, 523.— Appletons' Annual Cyclopaedia, 1890, 202-205). (11) 
Election of 1892. What was the main issue of the campaign? 
(Harper, viii, 188-190.— Wilson, v, 214-220). 

Second Administration of Grover Cleveland 

Andrews, Last Quarter-Century, chaps, ix-xi.— Larned, History for 
Ready Reference, vi, 553 ff.— Thorpe, American People, 510-515.— 
Harper, ii, 206.— Taussig, Tariff History of the United States, 4th 
ed., chap, vii.— Wilson, v, 220-263.— Moore, American Congress, 498- 

508. 

Sources. 

MePherson, Handbook.— Hart, iv, 564, 567. 



THE NEW NATION 49 

Venezuela Controversy and Restatement of Monroe Doctrine. 
Caldwell, Survey of American History, 214-216.— Harper, x, 38-39.— 
Hart, iv, 567.— American History Leaflets, No. 4, contains docu- 
ments on Monroe Doctrine, 1789-1891.— North American Review, 
February, 1896, articles by James Bryce and Andrew Carnegie.— 
Wilson, V, 244-248. 

Topics and Questions. 

(1) Commercial panic of 1893; its causes, effects, and remedies. (2) 
Columbian Exposition. (3) What was Cleveland's Hawaiian policy? 
(Harper, iv, 315.— Wilson, v, 240-244). (4) What was the Paris 
Tribunal and what did it decide? (Harper, i, 327-332, by J. W. 
Foster.— Hart, iv, 564.— Larned, -vi, 51-53). (5) Labor troubles. The 
Pullman strike and its effects (Wilson, v, 235-240). (6) Coxey and 
his army (Wilson, v, 236-238). (7) On what grounds did the United 
States Supreme Court declare the income tax unconstitutional? 
(Thorpe, Constitutional History of the United States, iii, chap. vii. 
Consult also Larned and Harper.— Wilson, v, 230). (8) What reason 
can you find for the issue of bonds in time of peace? (Wilson, v, 
231-232). (9) Repeal of Force Act. (10) Currency and tariff legis- 
lation. (See Thorpe, iii, chap, vii.— Wilson, v, 220-230.) (11) What 
was the main issue of the election of 1896? (Hart, iv, 5.36.— Larned, 
vi, 563-574, gives platforms of parties.— Wilson, v, 253-263). 

First Administration of William McKinley 

Larned, vi, under heading " United States."— Harper's Encyclope- 
dia, under separate topics.— Thorpe, American People, 515-526.— Wil- 
son, V, 263-300. 

Sources. 

Larned, vi, and Harper, Encyclopaedia.- Hart, iv, part ix. 

The Spanish-American War. 

Hart, iv, chap, xxx; Source Book, chap, xxi.— Wilson, v, 274-294.— 
Larned, vi, 585-6.38.— Harper, viii, 292-320, account by General Miles. 
See also ii, 438^61; iii, 112; vi, 86-101; viii, 30-34,39-48, 54-61, 289- 
292.— Atlantic, June, 1898.- Scribner's, March, 1899, Roosevelt.— 
Caldwell, Territorial Development, 230-237.— Griffis, The Romance 
of Conquest, chap, xxvii.— R. H. Titherington, History of the Span- 
ish-American War of 1898 (Appletons).— Captain A. T. Mahan, Les- 
sons of the War with Spain, 30-180, naval battles.— The Rough Rid- 
ers, by Theodore Roosevelt. For treaty of peace see Larned, vi, 
624-626.— Hart, iv, 588.— Harper, viii, 81. 

Cuba Freed and Granted Self-Government. 

Hart, Source Book, Nos. 134, 140, 141; Contemporaries, iv, 557, 601. 
—J. H. Latane, Tlie Diplomatic Relations of tlie United States and 
Spanish America, cliap. iii.— Larned, vi, 170-190.— Harper, viii, 54-62, 
Battle of Santiago, by Lodge.— Wilson, v, 248-252. 269-274.— Fitzhugh 
Lee, Cuba and her Struggle for Freedom.— A. S. Draper, The Res- 
cue of Cuba.— J. B. Atkins, The War in Cuba.— Many histories of 
the war have appeared, and contemporary magazines contain val- 



60 TEACHING AMERICAN HISTORY 

uable articles by prominent participants in the war. See North 
American Review, November, 1897; March, 1898; February, 1900.— 
Forum, April, 1897; July, 1897; August, 1899.— Chautauquan, Feb- 
ruary, 1897; July, 1897.— Review of Reviews, 1897-1898. Very full. 
See index.— Independent, June 15, 1899. 

Alaska: Gold Discovery and Boundary Disputes. 

Larned, vi, 6-10.— Harper, i, 78-89.— Caldwell, Territorial Develop- 
ment, chap, ix.— North American Review, October, 1899. 

Annexations. 

Haicaii, 1898. 
Harper, iv, 315-327.— Larned, vi, 254-258.— Caldwell, Territorial De 
velopment, 213-227.— Sparks, Expansion of the American People 
440-443.— E. J. Carpenter, America in Hawaii (1899).— W. E. Griffls 
The Romance of American Colonization (1898).— J. A. O. Visger 
The Story of Hawaii (1898).— A. T. Mahan, The Interest of America 
in Sea Power, 31-55.— Forum, March, June, 1893; February, 1894 
September, December, 1897; March, 1898.— Chautauquan, April, 1893. 
—Review of Reviews, March, 1893; January, 1898.— North American 
Review, March, May, December, 1893; March, October, November, 
1898. 

Puerto Rico, 1898. 
Larned, vi, 409-419.— Caldwell, Territorial Development, chap, x.— 
Hart, iv, 597.— Forum, November, 1899.— Harper, vii, 265-273.— At- 
lantic, July, 1902. 

PJiilippine Islands, 1898. 
Hart, Source Book, No. 143; iv, 594, 608.— Wilson, v, 290-298.— 
Caldwell, Territorial Development, x.— Larned, vi, 367-403.— Harper, 
V, 450-453; vii, 169-185.— W. E. Griffls, America in the East.— J. N. 
Callahan, American Relations in the Pacific and the Far East (1784- 
1900).— North American Review, September, 1898; December, 1899; 
January, February, 1900.— Harper's Magazine, November, 1899.— 
Outlook, January 14, 1899; April 5, May 31, November 8, 1902.— In- 
dependent, October 27, 1898.— Arena, January, 1900.— Atlantic, July, 
1902. 

Guam, 1898. 
Harper's Weekly, August 20, 1898.— Outlook, August 19, 1899. 

Samoan Islands, 1899. 
Larned, vi, 431-434.— Harper, viii, 26-28.— Richardson, Messages and 
Papers of the Presidents, 1789-1897, vol. x, p. 189 (McKinley's mes- 
sage).— Forum, March, 1900.— American Review of Reviews, Decem- 
ber, 1899.— Outlook, November 18, 1899. 

Topics and Questions. 

(1) What was the " Act of Oblivion," March, 1896? What were its 
results as shown in the Spanish-American War? (Wilson, v, 263- 
264. (2) Why did McKinley call the extra session of Congress? 
What legislation did it enact? (Larned, vi, 581-582.— Harper, ix, 
13-16). (3) How did the Maine disaster affect our relations with 



THE NEW NATION 51 

Spain? (Lamed, vi, 583-585.— Hart, iy, 573.-Read McKinley's mes- 
sage of April 11, 1898). (4) National Banlirupt Law, 1898. What 
does tlie Constitution say about bankruptcy? AVliat previous at- 
tempts did Congress mal^e to settle the bankruptcy question? (5) 
What was the object of the Gold-Standard Act of 1900? (Hart, iv, 
539). (6) Hay-Pauncefote treaty (Larned, vi, 69-70). (7) Trace' the 
policy of the United States during the trouble in China (Larned 
vi, 95, 96, 102, 104-128.— Harper, 11, 126-137.— Century, December, 
1900.— Wilson, v, 299). (8) Election of 1900. See Larned, vi, 646- 
660, for platforms of parties. (9) President McKinley's last speech, 
Buffalo, September 5, 1901. (Halstead, McKinley, 497-503). What 
did he advocate? (10) Assassination of McKinley, 

Recent Events and New Problems 
Domestic Problems. 
E.rpatislon. 
Views of McKinley, Larned, vi, 660-664; of Bryan, 664-666. See 
Hart, iv, chap, xxxi.— A. T. Mahan, Lessons of the War with Spain. 
— H. H. Bancroft, The New Pacific, 144-184.— Century, September, 
1898.— Forum, September, October, 1898.— Harper's, November, 1898- 
January, November, 1899.— Outlook, January 14, January 21, 1899; 
March 24, 1900.— Scribner's, December, 1898.— Arena, March, 1900.— 
American Review of Reviews, November, 1899.- Atlantic, February, 
1899.— Chautauquan, October, December, 1899; January, February,' 
1900.— North American Review, January, February, March, April,' 
August, 1899. 

Government of Our Neio Possessions. 
Hart, iv, 604, 608.— Hill, Liberty Documents, chap, xxiv.— Insular 
cases, Larned, vi, 668-674, 682-683.- Atlantic, December, 1898; May, 
1900.— North American Review, September, 1898; October, 1899.— 
Outlook, November 20, 1898; December 23, 1899.— American Review 
of Reviews, January, February, 1899; April, 1900.— Arena, January, 
1899; April, 1900.— Forum, February, April, 1899; January, 1900. 

The Trust Prohleni. 
Hart, iv, 641.— Thorpe, Constitutional History, iii, chap, xxxix.— 
American Review of Reviews, October, 1899.— Outlook, August 31, 
1901; September 13, December 13, 1902.— North American Review, 
June, 1901.— Atlantic, June, 1901.— Cosmopolitan, February, 1901.— 
Arena, September, 1899; December, 1900; February, 1901.— Century, 
May, 1900.— Scribner's, March, 1900.— Forum, January, 1900. 

Relations of Capital and Lahor. 
Outlook, August 31, 1901; May 31, November 8, 1902. 

Suffrage and the Ballot. 
What shall be the qualifications of a voter? See Forum, December, 
1898.— Thorpe, History, chaps, xxxv, xxxvii.— What States have re- 
stricted suffrage, and in what way? 



52 TEACHING AMERICAN HISTORY 

Ballot Reform. 
General references under Harrison's administration. See also Wig- 
more, The Australian Ballot. 

Irrigation. 
The great question of the West. See acts of 1894 and later in Ear- 
ned, vi. 

National Paris and Forest Reservations. 
Review of Reviews, x, 651-653. 

Civil Service. 
General references on p. 46, under administrations of Garfield and 
Arthur, For a review of civil service, 1893-1901, see Larned, vi, 
145-146. See also Curtis, Orations aud Addresses, vol. ii.— Hart, iv, 
63(5._Civil service in the colonies. Forum, April, 1899.— North Amer- 
ican Review, October, 1899.— Atlantic, May, 1900. 

The Negro Rroblem. 
Andrews, Last Quarter-Century, chap, xii.— Hart, iv, 6.52, 663.— Book- 
er T. Washington, Future of the American Negro; Up from Slavery 
(Washington's autobiography).— Thorpe, Constitutional History, iii, 
chaps. XXXV, xxxvii. Race Problems of the South.— Grady, Life and 
Labors of H. W. Grady, 179-194.-Outlook, May 31, 1902.— Encyclo- 
paedia Americana, iv, 12-17.— Study in this connection Bryce, Amer- 
ican Commonwealth (third American edition), chapter cxvi, Social 
and Economic Future of America. 

Iniiuigrafion. 
Wilson, V, 212-214.— Harper, v, 6-9; vi, 447-450.— North American Re- 
view, vol. cxxxix, p. 358.— R. M. Smith, Emigration and Immigration. 
From what countries do the most immigrants now come? For what 
purpose do they come to America? Are there reasons for restric- 
tion of foreign immigration? Should we discriminate between dif- 
ferent nationalities? To what class of persons is cheap labor a 
benefit? How can foreigners become assimilated? 

The Slums. 
Hart, iv, 654.— Jacob A. Riis, How the Other Half Lives (Scribner's, 
1890) ; The Making of an American. 

International Relations. 

Atlantic, March, 1900.— Hart, iv, 612. 

International Ai'hitration and Universal Peace. 
Peace Conference at The Hague, Larned, vi, 352-365.— Forum, Sep- 
tember, 1899.— Old South Leaflets, No. 114, gives The Hague Arbi- 
tration Treaty. What subjects have been settled by arbitration 
since the Civil War? 

The Open-Boor Policy in China. 
Hart, iv, 616.— See especially North American Review for August, 
1900; also July, November, 1900.— Cosmopolitan, September, 1900. 
—Forum, September, 1900.— Arena, September, 1900.— Century, Sep- 
tember, October, 1900.— Harper's Magazine, May, 1900. 



THE NEW NATION 53 

Anglo-Saxon Alliance. 
Arena, August, 1898.— North American Review, June, August, Sep- 
tember, 1898; October, 1899; March, 1900.— Atlantic, October, 1898. 
—Harper's, December, 1898.— Scribner's, December, 1898.— Forum, 
January, October, 1899.— Outlooli, September 30, 1899. 

Relations with South American Republics. The Future of the 
Monroe Doctrine. 
Hart, iv, 561, 625; also Hart, Foundations of American Foreign 
Policy.— Outlook, February 8, 1902. 

The Interoceanic Canal Problem. 
Earned, vi, 65-71.— North American Review, December, 1898.— Har- 
per, Encyclopaedia, vi, 459^65.— J. B. Henderson, Jr., American 
Diplomatic Questions, 65-201.— Hart, iv, 622. 

Commercial Rivalry of the World. 
Forum, June, 1899.— Chautauquan, March, 1901.— Scribner's, Jan- 
uary, February, March, 1902.— Atlantic, January, 1902. 

Reciprocity. 
Hart, iv, 523.— Lalor, Cyclopedia, iii, 537-539.— Outlook, January 18, 
1902.— Forum, December, 1901.— Chautauquan, December, 1901.— 
Atlantic, August, December, 1901.— North American Review, July, 
1901. 



V 



TEACHERS' AIDS 

B. A. Hinsdale. 

How to Study and Teach History. New York: Appletons, 1894. A 
very useful and suggestive book. Contains a number of chapters 
treating of methods of handling portions of American history. 

Committee of Seven. 

Report of the Committee of Seven of the American Historical 
Association; The Study of History in Schools. New York: Mac- 
\/ millan, 1899. Covers the subject of method in short form; recom- 

mends course of study; discusses the place of history in the cur- 
riculum, etc. 50 cents. 

Committee of Ten. 

Report of the Committee on Secondary School Studies appointed 
at the meeting of the National Education Association. Originally 
published by National Bureau of Education, reprinted 1894 by 
American Book Company. Commonly called Report of Committee 
of Ten. For history and government, see 1G2-201. Helpful in sug- 
gesting methods of work. 

E. Channing, a. B. Hart. 

Guide to the Study of American History. Boston: Ginn, 1896. 
Contains a vast amount of material, full bibliographies, and refer- 
ence lists. Invaluable to special students, and a great aid to 
teachers with advanced classes. 

Sara M. Riggs. 

studies in United States History. Boston: Ginn, 1902. Chiefly 
references. 

W. H. Mace. 

A Working Manual of American History for Teachers and Stu- 
dents. Syracuse: Bardeen, 1895. Contains suggestions on method, 
outlines, and a few good extracts from sources. Helpful. 

J. N. Larned. 

The Literature of American History. Boston: Houghton, 1902. $6. 
A list of some 4,000 titles with critical annotation by associated 
scholars. 

H. E. Bourne. 

The Teaching of History and Civics. New York: Longmans, 1902. 
Committee of New England History Teachers' Association, 

Historical Sources in Schools. New York: Macmillan, 1902. Will 

be of very great value to teacher. Contains references to best 

source material. 

54 



V 



TEACHERS' AIDS 65 



MAPS 

A good wall map is published by the United States Land Office. 
Shows accessions of territory. Price, $1.25. Address Director of 
the Land Office, Washington, D. C. The United States Geological 
Survey has issued a few useful maps. Of special service is Single 
Sheet Relief Map of United States, printed in shades of brown, size 
about 26 X 17. 

Outline maps to be filled in by pupils with historical data are 
published by Heath, Boston. 

Good small atlas is A. B. Hart's Epoch Maps, illustrating 
American History. New York: Longmans, 1892. The same maps 
are published in the three volumes of the Epochs of American His- 
tory, written by Thwaites, Hart and Wilson (New York: Long- 
mans ) . 

Also useful is Townsend MacCoun, Historical Geography of the 
United States. Boston: Silver, 1889. F. H. Hodder, Outline Maps 
for an Historical Atlas of the United States. Boston: Ginn, 1901. 
Also McKinley's Outline Atlases. Philadelphia: The McKinley 
Publishing Co., 1902. 



SELECTED LIST OF MOST USEFUL BOOKS 

R. G. Thwaites, A. B. Hart, W. Wilson. 

The Epochs of American History, 3 vols. New York: Longmans, 

1891-1893. $1.25 per vol. 
G. P. Fisher, W. M. Sloane, F. A. Walker, J. W. Burgess. 

The American History Series, 7 vols. New York: Scribner, 1892- 

1902. $1 per vol. 
H. C. Lodge. 

A Short History of the English Colonies in America. New York: 

Harper, 1886. $3. Especially valuable accounts of industrial and 

social life. 

Also following volumes belonging to American Statesmen Series: 

1. C. Sehurz, Henry Clay, 2 vols. 2. H. C. Lodge, George Wash- 
ington, 2 vols. 3. J. T. Morse, Jr., Benjamin Franklin. 4. J. T. 
Morse, Jr., Abraham Lincoln, 2 vols. 5. J. T. Morse, Jr., Thomas 
Jefferson. 6. T. Roosevelt, Thomas H. Benton. 7. H. Von Hoist, 
John C. Calhoun. 8. J. T. Morse, Jr., John Adams. 9. H. C. Lodge, 
Alexander Hamilton. 10. T. K. Lothrop. William H. Seward. 11. 
A. B. Hart, Salmon P. Chase. Boston: Houghton, 1886-1900. $1.25 
per vol. Also new editions, 1899; preferable to the first editions. 

L.efC. 



56 TEACHING AMERICAN HISTORY 

W. E. H. Lecky. 

The American Revolution, edited by J. A. Woodburn. New York: 
Appletons, 1898. $1.50. 

T. A. Dodge. 

A Bird's-Eye View of tlie Civil War. Boston: Osgood, 1883, or new 
edition, Houghton, 1897. $1. 

In addition to these there should be some collections of sources, 
of which the following are the most useful: 

A. Johnston. 

Representative American Orations, 3 vols. New York: Putnam, 
1884. Same, with additions by J. A. Woodburn, 4 vols., 1897. 
$1.25 per vol. 

A. B. Hart. 

American Histoi-y told by Contemporaries, 4 vols. New York: Mac- 
millan, 1897-1901. $2 per vol. 

Source Book of American History. New York: Macmillan, 1899. 
60 cents. 

Mabel Hill. 

Liberty Documents. New York: Longmans, 1901. $2. 

Howard W. Caldwell. 

American History Studies, 3 vols. Chicago: Ainsworth, 1897-1900. 

W. MacDonald. 

Select Documents Illustrative of the History of the United States, 
1776-18G1. New York: Macmillan, 1898. $2.25. 

Select Charters and other Documents Illustrative of American His- 
tory, 1G06-1775. New York: Macmillan, 1899. $2. 

A. B. Hart, E. Channing. 

American History Leaflets. New York: Lovell, 1892. (Very use- 
ful.) 10 cents each. 

E. D. Mead (Editor). 

Old South Leaflets. Boston: Directors of Old South Work. (A list 
will be sent on application to publishers.) 5 cents each. 

A longer list of books should include, in addition to those 
already mentioned: 

E. Stanwood. 

A History of the Presidency. Boston: Houghton, 1898. $1.50. 
J. FiSKE. 

The Discovery of America. 2 vols. Boston: Houghton, 1892. 

The Beginnings of New England. Boston: Houghton, 1892. $2. 

Old Virginia and her Neighbors, 2 vols. Boston: Houghton, 1897. $4. 

The Dutch and Quaker Colonies in America, 2 vols. Boston: Hough- 
ton, 1899. $4. 

New France and New England. Boston: Houghton, 1902. 

The American Revolution, 2 vols. Boston: Houghton, 1891. 

The Critical Period of American History. Boston: Houghton, 1890. 



TEACHERS' AIDS 57 

B. A. Hinsdale. 

The American Government. Chicago: Werner. (Several editions.) 
75 cents. 

H. A. White. 

Robert E. Lee and the Southern Confederacy, 1807-1870. New 
Yorli: Putnam, 1897. $1.50. 

J. B. McMaster. 

History of the People of the United States, 5 vols, (others to fol- 
low). New York: Appletons, 1883-1899. $2.50 per vol. 

J. SCHOULER. 

History of the United States, 6 vols. New York: Dodd, 1895-1899. 
$13.50. 

J. F. Rhodes. 

History of the United States since the Compromise of t850, 4 vols, 
(others to follow). New York: Harper, 1893-1899. Now published 
by Macmillan. $2.50 per vol. 

J. Bryce. 

The American Commonwealth (abridged edition). New York: Mac- 
millan, 1896. $1.75. 

F. Parkman. 

The Old Regime in Canada; The Pioneers of France in the New 
World; Montcalm and Wolfe, 2 vols. Boston: Little, 1887-1888. 
$1.50 per vol. The publishers have also issued a volume in which 
Parkman's narratives are condensed. The title is The Struggle 
for a Continent. Boston, 1902. 

H. A. Smith. 

The Thirteen Colonies, 2 vols. New York: Putnam, 1901. $1.50 
per vol. 

There should also be on the shelves of the library a good history 
of the State in which the school is located. The volumes in the Com- 
monwealth Series (Boston: Houghton, $1,25 per vol.) are, as a 
rule, the best. A good history of England, such as Green's Short 
History of the English People, is almost indispensable. 

A full bibliography is given in Channing and Hart's Guide men- 
tioned above. Very helpful also is The Literature of American His- 
tory, edited by J. N. Larned, of the Buffalo Public Library (Bos- 
ton: Houghton, 1902). With the aid of such a volume books can be 
bought with the assurance of their value. For a longer list for 
the purposes of a school library, see Larned, Literature of Ameri- 
can History, p. 464. 

THE END ^^^ 



TWENTIETH CENTURY TEXT BOOKS* 

A History of the American Nation. 

By Andrew C. McLaughlin, Professor of 
A^merican History in the University of Michi^ 
gan. With many Maps and Illustrations. i2mo« 
Cloth, $1.40. 

** One of the most attractive and complete one- volume his- 
tories of America that has yet appeared." — Boston Beacon. 

** Complete enough to find a place in the library as vv^ell as in 
the school." — Denver Republican. 

'*This excellent work, although intended for school use^ is 
equally good for general use at home." — Boston Transcript. 

**It should find a place in all historic libraries." — Toledo 
Blade. 

** Clearness is not sacrificed to brevity, and an adequate 
knowledge of political causes and effects may be gained from this 
concise history." — New York Christian Advocate. 

** A remarkably good beginning for the new Twentieth Cen- 
tury Series of text-books. . . . The illustrative feature, and 
especially the maps, have received the most careful attention, 
and a minute examination shows them to be accurate, truthful, 
and illustrative." — Philadelphia Press. 

**The work is up to date, and in accord with the best modern 
methods. It lays a foundation upon which a superstructure of 
historical study of any extent may be safely built." — Pittsburg 
Times. 

*« A book of rare excellence and practical usefulness." — Salt 
Lake Tribune. 

"The volume is eminently worthy of a place in a series des- 
tined for the readers of the coming century. It is highly 
creditable to the author." — Chicago Evening Post. 

D. APPLETON AND COMPANY, NEW YORK. 



i;^03 



A WORK OF COMMANDING IMPORTANCE. 



The United States of America. 

A Study of the American Commonwealth, its Natural Resources, 
People, Industries, Manufactures, Commerce, and its Work in Litera- 
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S. Shaler, S. D., Professor of Geology in Harvard University. Two 
volumes, royal 8vo. With Maps, and 150 full-page Illustrations. 
Cloth, $10.00. 

Every subject in this comprehensive work is timely, because it is of immediate 
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account of American Productive Industry, by the Hon. Edward Atkinson, with 
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Taussig, of Harvard University. Both these eminent authorities deal with ques- 
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LIST OF CONTRIBUTORS. 

Hon. WILLIAM L. WILSON, Chairman of the Ways and Means Com- 
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Hon. J. R. SOLEY, formerly Assistant Secretary of the Navy. 

EDWARD ATKINSON, LL. D., Ph. D. 

Col. T. a. dodge, U. S. A. 

Col. GEORGE E. WARING, Jr. 

J. B, McM ASTER, Professor of History in the University of Pennsylvania. 

CHARLES DUDLEY WARNER, LL. D. 

Major J. W. POWELL, Director of the United States Geological Survey 
and the Bureau of Ethnology. 

WILLIAM T. HARRIS, LL. D., U. S. Commissioner of Education. 

LYMAN ABBOTT, D. D. 

H. H. BANCROFT, author of " Native Races of the Pacific Coast." 

HARRY PRATT JUDSON, Head Dean of the Colleges, University of 
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Judge THOMAS M. COOLEY, formerly Chairman of the Interstate Com- 
merce Commission. 

CHARLES FRANCIS ADAMS. 

D. A. SARGENT, M. D., Director Hemenway Gymnasium, Harvard 
University. 

CHARLES HORTON COOLEY. 

A. E. KENNELLY, Assistant to Thomas A. Edison. 

D. C. OILMAN, LL. D., President of Johns Hopkins University. 

H. G. PROUT, Editor of the Railroad Gazette. 

F. D. MILLET, formerly Vice-President of the National Academy of 
Design. 

F. W. TAUSSIG, Professor of Political Economy in Harvard University. 

HENRY VAN BRUNT. 

H. P. FAIRFIELD. 

SAMUEL W. ABBOTT, M. D., Secretary State Board of Health, Massa- 
chusetts. 

N. S. SHALER. 

Sold only by subscription. Prospectus, giving detailed chapter titles and speci- 
men illustrations, mailed free on request. 

D. APPLETON AND COMPANY, NEW YORK. 



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